Time Faculty Members Research Articles

A Dictionary of Asian Christianity (review)

A Dictionary of Asian Christianity. Edited by Scott W Sunquist. Associate editors, David Wu Chu Sing and John Chew Hung Chea. (Grand Rapids, Michigan: William B. Eerdmans Publishing Company. 2001. Pp. xii, 937. $75.00.) This is a unique work, embracing a vast area of Christian life in time and space, with 1260 entries, each accompanied by a bibliography for further reading. Its writing has involved almost 500 scholars,Asians or those whose primary work is in Asia, from many countries and has been ten years in the making. Its completion is the fruit of numerous regional meetings within Asia, generously supported by a variety of international foundations concerned with mission. That such a work could have been brought into being is a major achievement, and though this review will have occasion to point out an unevenness and some major and minor lapses, we still have a valuable work for church historians interested in Asia. Into the 1260 entries 464 other articles have been incorporated, in an effort to assure a certain symmetry among the different countries involved. Nonetheless, as will be pointed out, such symmetry is badly lacking in a few. The three editors, all at that time faculty members of Trinity Theological College in Singapore, took up this project in 1990, and Singapore has remained the center of its compilation. It would not be unfair to say that the book bears evidence of its Protestant origins, though the editors made considerable efforts to involve Roman Catholic scholars, and even held a special consultation to decide on which of the many possible religious orders and congregations to include. In almost all cases, these particular articles have been written by members of the congregations themselves, and these generally approach a high level. There are, however, some major omissions. The Sisters of St. Paul de Chartres, the second largest women's congregation in the Philippines, with missions in several other Asian countries, are mentioned only for Thailand. The Augustinian Recollect Missionaries, also one of the larger women's congregations in the Philippines, receives only a brief mention under Indigenous Religious Congregations, as if the latter were less important than the many minor Western congregations that receive extensive articles. Among male orders, the Passionists, long active in China and the Philippines, receive no mention of any kind. Similarly, the Augustinian Recollects, the largest order in the Philippines at the end of the Spanish regime, and with seventeenth-century martyrs in Japan, go completely unmentioned. The Marists are spoken of only under China, while the Capuchins and the Missionaries of the Sacred Heart, both long active and in considerable numbers in the Philippines, only find mention under Indonesia, though they have been equally long or longer in the Philippines. The article on the Jesuits, not by a Jesuit, contains some dubious and irrelevant remarks on their European history, but has nothing on Vietnam, the Philippines, or Japan, the latter a considerable omission for an article that features St. Francis Xavier. It is true that the work of Alexandre de Rhodes and the Jesuits is treated in the country article on Vietnam (though nothing is said of the Dominican work in Tonkin, which produced canonized native and Spanish martyrs). It is also true that Xavier, Valignano, and the later Jesuits in Japan receive considerable treatment in the article Kirishitan Evangelism, but in the absence of any cross-reference, who would know to look there? The geographical scope of has presented problems. Indian Christians today have close ties to those Christians who in the early centuries were to the east of the Roman-Byzantine empire, though in the modern world they are more oriented to the Mediterranean and Islamic world. Hence the decision was taken to cover the Persian area of western Asia until the Arab conquest of the seventh century, and from that point onward to limit the coverage to the area from Pakistan to the East, excluding Asian Russia and the Pacific islands. …

Economic Modeling as a Component of Physical Therapy Academic Strategic Planning

This article describes an economic modeling strategy using a computer program developed specifically for academic institutions that can serve as a component of strategic planning for an academic physical therapy program. Within the framework of strategic planning, economic modeling can assist stakeholders in allocating resources. Economic modeling can enable physical therapy program directors, faculty, and other stakeholders to make allocation decisions on a macro (ie, program) or micro (ie, course) basis, realizing that cost is only one factor in a cost/value decision-making process. Academic physical therapy programs can utilize this information to make informed decisions about resource allocations that will most effectively meet their strategic planning goals. This type of planning and modeling is particularly important in the current climate for physical therapy education in which programs are facing challenges in mission alignment, student enrollment, and resource availability. Key Words: Academic strategic planning, Economic modeling. INTRODUCTION Economic modeling can be used by academic programs to enhance strategic planning. Although academic institutions have used both generic and specific economic modeling strategies in the past,1 this particular strategy was developed approximately 10 years ago specifically for academic units and has not been widely disseminated.2 Therefore, this article begins with a brief history of this particular model. It was introduced to the Indiana University (IU) system in 1990-1991 and was implemented first on the Indiana University-Purdue University at Indianapolis (IUPUI) campus, which is the home of the IU School of Allied Health Sciences (SAHS). The SAHS houses the university's physical therapy program, as well as programs in clinical laboratory science, cytotechnology, emergency medical services, health information administration, health sciences education, histotechnology, nutrition and dietetics, occupational therapy, radiological sciences, and respiratory therapy. Twenty-one schools on the IUPUI campus have chosen to use this model, including the SAHS and the schools of nursing, social work, dentistry, business, law, and liberal arts. This model has also been disseminated on a limited basis to other institutions of higher education, both public and private. On the IUPUI campus, the Office of Planning and Institutional Improvement (OPII) offers schools and other academic units such as programs the opportunity to use economic modeling to analyze their costs and make decisions regarding future resource allocation. The model provides schools and programs with the ability to: 1. define unit outcomes (programs, activities, services), 2. identify costs associated with the unit outcomes, 3. develop a cost model using activity-based costing methods, 4. determine the effects of funding increases or decreases on outcomes, 5. develop a revenue model focusing on financial analysis, 6. develop a financial planning system linking cost and revenue, 7. identify tasks that are duplicative or unnecessary, and 8. improve efficiency and effectiveness. 3 The ability to define and identify the costs associated with unit outcomes means that an individual academic program, such as physical therapy, can determine how resources are being allocated within the program. For example, personnel costs can be calculated along with administrative, equipment, and supply costs. This figure can then be compared with the revenue generated by the program with regard to tuition dollars, student fees, and external sources of funding to determine whether or not the program is cost-effective in its present configuration. On an individual basis, a faculty member's time can be allocated to various teaching responsibilities (specific courses), scholarship/research activities (funded and unfunded), service activities (funded and unfunded), and clinical activities. …

The 1999 MLA Survey of Staffing in English and Foreign Language Departments

In 1999, the Modern Language Association conducted a survey of English and foreign language departments' use of tenured and tenure-track, full time non-tenure-track, and part-time faculty members and graduate teach ing assistants in colleges and universities in the United States and Canada. The survey asked for information about who taught what in the fall semes ter of that year, including the number of instructors in each employment category and the number of undergraduate course sections that instructors in each category taught. The survey also asked about the professional sup port, benefits, and compensation for full-time non-tenure-track faculty members, part-time faculty members paid on a per-course basis, and part time faculty members paid a fractional fall-time salary. The survey was designed as a census of all modern language departments in the United States and Canada. Accordingly, in November 1999 the MLA contacted 5,245 departments in twoand four-year institutions identified from its database of departmental administrators. Data collection was com pleted in April 2000. Overall, 2,182 of the departments returned question naires, a 42% response rate. United States institutions accounted for 4,969 departments that received a questionnaire (94.7% of the total) and 2,081 that responded (95.4% of the total). Canadian institutions accounted for 276 departments that received a questionnaire (5.3%) and 101 that responded (4.6%). Departments in institutions that grant the doctorate had the highest

The 1999 MLA Survey of Staffing in English and Foreign Language Departments

In 1999, the Modern Language Association conducted a survey of English and foreign language departments' use of tenured and tenure-track, full time non-tenure-track, and part-time faculty members and graduate teach ing assistants in colleges and universities in the United States and Canada. The survey asked for information about who taught what in the fall semes ter of that year, including the number of instructors in each employment category and the number of undergraduate course sections that instructors in each category taught. The survey also asked about the professional sup port, benefits, and compensation for full-time non-tenure-track faculty members, part-time faculty members paid on a per-course basis, and part time faculty members paid a fractional fall-time salary. The survey was designed as a census of all modern language departments in the United States and Canada. Accordingly, in November 1999 the MLA contacted 5,245 departments in twoand four-year institutions identified from its database of departmental administrators. Data collection was com pleted in April 2000. Overall, 2,182 of the departments returned question naires, a 42% response rate. United States institutions accounted for 4,969 departments that received a questionnaire (94.7% of the total) and 2,081 that responded (95.4% of the total). Canadian institutions accounted for 276 departments that received a questionnaire (5.3%) and 101 that responded (4.6%). Departments in institutions that grant the doctorate had the highest

Personal and Professional Beliefs and Practices Regarding Herbal Medicine Among the Full Time Faculty of the Newark Based Schools of the University of Medicine and Dentistry of New Jersey

A mail survey was distributed to all 904 full time faculty members on the Newark Campus of UMDNJ. The survey addressed personal beliefs and practices and professional practices of the faculty members regarding herbal medicine. Statistical analyses included descriptive analysis of personal and professional practice regarding herbal medicine and Chi-square analysis of the relationship between personal and professional practices regarding herbal medicine. Significance was set at alpha<.05. Results: The overall response rate was 51%; 29.6% (n=l34) of the population reported personal use of herbal medicine, 22% (n=42) of the population who provide patient care (n = 190) recommend herbal medicine; 9% (n=36) of those involved in teaching include herbal medicine in coursework and 1.1% of the population are involved in research on herbs. Respondents who use herbal medicine were more likely to recommend herbs to patients (p^.OOOl); likewise, users of herbal medicine were more likely to teach students about herbal medicine (p=.001). Conclusions: The results supported the hypothesis that personal beliefs and practices do impact professional practices within the clinical and academic settings of the university. Education and training of the faculty will help ensure patient and health professions student needs are met. It is critical that students, who are the future health care providers understand herbal medicine practices.

A comparison of ethical evaluations of business school faculty and students: A pilot study

This paper reports the results of a pilot study of differences in ethical evaluations between business faculty and students at a Southern university. Data were collected from 137 business students (46 freshmen and 67 seniors) and 34 business faculty members. Significant differences were found in 7 of the 30 situations between freshmen and faculty and four situations between seniors and faculty. When the combined means for each group were tested, there was no significant difference in the means at the 0.05 level of significance. A trend was revealed, however, in that the majority of the time faculty members were the most ethically oriented followed by seniors and then freshmen.

Grantsmanship and Consulting Policy

AbstractMarket forces, when viewed from the perspective of faculty salaries alone, clearly indicate that the highest and best use of a faculty member's time and expertise is no longer university employment. As a result, many productive faculty members are becoming increasingly dissatisfied, and many top domestic undergraduate students are eliminating academia as an employment alternative. This trend operates to the long-run detriment of the land grant university system. In part, these forces are a direct result of outdated and/or unimaginative administrative policies, inadequate reward systems, and the inability of the profession to demonstrate its productivity in terms that society understands and appreciates. Implications are drawn for land grant consulting and grantsmanship policy.

Compensating and providing incentives for academic physicians: balancing earning, clinical, research, teaching, and administrative responsibilities.

Providing a comprehensive compensation and incentive plan for a group of faculty members in a department with multiple goals provides a challenge that few administrators may take. Many academic departments have given up on implementing a comprehensive compensation and incentive plan since department goals generate competing uses of a faculty member's time. Whatever the plan design your department adopts, you can be sure that it will generate controversy. The JPN department has attempted to reward and encourage faculty members to pursue scholarly activities balanced with clinical activities. As a result, this strategy has only considered physicians who can generate both clinical income and research funding. Thus far, the JPN department faculty have embraced the plan. Long-term effects are not known as this is the first year of the plan. The measure of a successful total compensation program is one that develops a sense of entrepreneurship among its members to develop new clinical programs, to pursue new research collaborations, and to devise innovative methods of training. The program described in this article is not intended to serve as the ideal model for all departments, even in academic institutions, but rather to provide a strategy that may have applicability to many other departments where the goals induce inherent conflict for faculty members attempting to decide where to place their time commitments. In addition, this strategy does not work well on an individual basis for young, beginning faculty members but does work well in the collective--to promote the goals of the department. Be prepared, however, to modify your plan after a trial period of perhaps two years. You must allow time to monitor the effects of your compensation plan and its impact on the goals and direction of the department.

Part-Time Faculty In Political Science: Stepchildren of the Profession

Editor's Note: The National Education Association has recently issued a report, Report and Recommendations on Part-Time, Temporary and Nontenure Track Faculty Appointments. As reported in the Chronicle of Higher Education (March 9, 1988, p. A 13), the NEA recommends that Part-time instructors should be given the same salary and fringe benefits, prorated, as full time faculty members. They should be included in faculty governance procedures. They should be used only to teach specialized courses, replace absent professors, or address unexpected enrollment increases. And they should be hired on a full-time basis whenever possible. The full report is available from NEA, Office of Higher Education, 1201 16th Street, NW, Suite 320, Washington, DC 20036.

Proposed criteria for accreditation of computer information systems programs

A working group, representing ACM, DPMA, and IEEE-CS, was formed to draft a set of guidelines, including criteria, for the accreditation of computer information systems' undergraduate programs. The guidelines and criteria are summarized below. Faculty: Typically a minimum of 4 faculty, with 3 full time, are needed. Normally, 25% of a faculty member's time should be available for scholarly activity and development. Teaching loads should not exceed 12 hours and should not exceed 4 courses with 2 preparations. Curriculum: Curricular assume a 120 semester hour, four year, baccalaureate program. The program should consist of approximately 30% computer information systems, 20% business, at least 40% in general education and up to 10% other. Forty to 60 percent of the CIS portion should cover a broad core that includes a) computer concepts and software systems, b) program, data, and file structures, c) data management, d) data and computer communications, and e) systems analysis and design. Students should be exposed to a variety of programming languages and be proficient in one structured language. The remaining courses should cover breadth and depth. Resources: Appropriate computing facilities must exist for students and faculty. Adequate software and documentation must be available. Students: Established standards and procedures must insure that graduates have the requisite qualifications to function as CIS professionals. Institutional Support: Adequate support must be provided to support the faculty, department office administration, and library. Faculty support includes leave programs, reasonable teaching loads, competitive salaries, and travel support.