Faculty Members Research Articles

Nurturing the Faculty: Training for Excellence and Growth

"The impact of teacher education and wellbeing on higher education: a critical analysis" is one of the primary topics of the research. The well-being and ongoing education of faculty and staff are crucial for the advancement of higher education and significantly contribute to the achievements of both faculty and students. In this paper, we have explored the significance of providing training opportunities and prioritizing the wellbeing of faculty members.The significance of teacher training in higher education is paramount as it guarantees that educators are well-informed about contemporary teaching techniques, technological advancements, and the latest research findings. In a constantly evolving educational landscape, ongoing professional development is crucial to guarantee that teachers can offer the highest quality education to their students. Exciting challenges among educators in higher education frequently encounter stress and pressure as a result of demanding workloads, intense research, various responsibilities, and job searches. Failing to prioritize health can result in reduced job satisfaction, psychological issues, and the loss of teaching and research opportunities.It is crucial to find a balance between faculty and health in order to ensure the success of higher education institutions. It's not sufficient to solely concentrate on one aspect. Failing to prioritize education can result in a chaotic teaching environment, while neglecting health can lead to teacher exhaustion. Training and wellbeing are closely linked, as training equips educators with the necessary knowledge and skills to effectively teach and conduct research, while wellbeing ensures they can maintain their efforts in the long run. "Faculty training and wellbeing in higher education: a crucial balancing act" is a subject that requires the attention of higher education institutions, policy-makers, and educators themselves. Striking the right balance between training and wellbeing can result in a more productive, innovative, and compassionate higher education system that benefits both faculty members and students. It's a challenge worth tackling for the improvement of academia.

Implementation and reception of a semi-structured resident interview to improve equity

Abstract Introduction/Objective To improve equity and inclusion in the residency candidacy interview process, we collaborated with our human resources and graduate medical education colleges to develop standardized interview questions based on best practices reported in corporate and medical literature. These standardized questions were piloted by resident interviewers during the 2023-2024 Pathology residency application cycle in a semi-structured interview format. Methods/Case Report With consultants from the graduate medical education and human resources, we identified favored qualities of expectational candidates (e.g., passion for pathology, interest in program, collaboration, reliability, and compassion) and developed a list of standardized questions with a corresponding answer scoring guide to guide objective assessment of answers for each quality. Residents and fellows (“interviewers”) who volunteer to interview Pathology residency candidates (“candidates”) received training on interviewing best practices, identifying and mitigating bias, and the new semi-structured interview format at the beginning of the interview season. Interviewers were encouraged to use a semi-structured interview format where at least one standardized question is included in addition to their usual ad hoc interview questions and discussions. After the interview season concluded, we surveyed all interviewers (n=39) and candidates (n=90) who participated in this process, for feedback on the semi-structured interview process. Results (if a Case Study enter NA) 31/90 (34%) applicants provided feedback about their interview with 15/29 (52%) applicants agreeing that the semi-structured interview format enhanced their experience. 20/31 (65%) applicants agreed that their impression of Stanford would be positively affected if all interviews were conducted in a semi- structured format. 24/31 (77%) think faculty members should use standardized questions while 17/31 (55%) think residents should use standardized questions in either a semi-structured or structured formats. 17/31 (55%) feel that structured interviews contribute to improving equity. 12/39 (31%) of current residents provided feedback about their interviews. All 12 (100%) respondents used standardized questions in a semi-structured interview format. 10/12 (83%) interviewers think the new format improves our resident interview process. Conclusion Overall, responses from both resident interviewers and applicants support the implementation of semi- structured interviews and the continuation and expansion of this initiative.

Impact of collective knowledge on individual research competence: exploring the mediating influence of knowledge management processes

PurposeThe purpose of the current study is to investigate the impact of collective knowledge on individual research competence. Further, the study investigates the mediation effect of the knowledge management process (KMP).Design/methodology/approachThe cross-sectional study adopts a quantitative conclusive research design. The study collects data specifically from academicians of Uttarakhand higher education institutions (HEIs). The study uses random sampling because the list of faculty members is uploaded on the website of the university portal. The author directly sends the questionnaire to the email of the respondents and uses social media platforms. For the data analysis, the study used SMART-PLS 4.0.FindingsThe findings of the study reveal that KM infrastructure (KMI) and KM strategy directly impact KMP. The study also reveals that the KMP significantly impacts individual research competence. The current study also finds partial mediation support among KMI, KMP and individual research competence, and between KM strategy, KMP and individual research competence.Research limitations/implicationsThe current study uses a cross-sectional research design, future studies may include the longitudinal design to measure the effect of KM elements on individual research competence. The current study includes the data from the Uttarakhand region only, and it is difficult to generalize the results specifically to other states.Practical implicationsThe study emphasizes the importance of KM system development, a supportive KMI and a balanced KM strategy in HEIs.Originality/value Investigating collective knowledge’s impact on individual research competence, this study unveils mediation in KMP. Future research can broaden horizons by using the model.

Obstacles to achieve the total quality standards of higher education institutions from the viewpoint of faculty members

Obstacles to achieve the total quality standards of higher education institutions from the viewpoint of faculty members

A mixed-method investigation of faculty perspectives on the benefits and challenges of engaging in student partnership activities in science

There is a growing interest within higher education to engage with students as partners to reposition students from consumers to producers of knowledge. The purpose of this study was to gather insights into the benefits, barriers/challenges, and best practices for engaging in student-faculty partnership activities for science faculty members. Supervising or working with graduate teaching assistants, working with students on university committees, collaborating with undergraduate or graduate students on a new or existing research project, and co-authoring manuscripts with graduate students were regarded as the most impactful partnership activities. Common benefits of student partnership activities included: collaboration and relationship building, broadening perspectives and gaining feedback, personal satisfaction, and institutional and career-related benefits. Common barriers/challenges reported were interpersonal dynamics and maintaining relationships, student management, and external influences. Best practices consisted of planning and setting expectations, developing students’ agency, using open communication, and facilitating peer-to-peer collaboration and peer mentoring.

The Influence of Shared Leadership on the Innovative Behavior of New Generation Faculty

This quantitative study examined the influence of shared leadership on the innovative behavior of the new generation faculty within the context of Chinese higher education institutions. Conducted across various universities in Guangdong Province, China, the research engaged a sample of 340 new generation faculty members. Utilizing a survey method, the study evaluated the faculty’s perceptions of shared leadership, encompassing dimensions such as team progress, authority and responsibility sharing, team expectations, and team contract. Additionally, the survey captured data on the innovative behaviors of faculty, including innovation discovery, innovation proclivity, innovation reinforcement, and innovation cooperation. The findings indicated that the new generation faculty placed significant value on shared leadership aspects, particularly team progress and team expectations. The study revealed that the faculty demonstrated a commendable level of innovative behavior, yet there was room for further enhancement in both shared leadership practices and innovative actions. The research established that a combination of career values related to shared leadership significantly predicts the professional development of faculty in terms of innovation. The study’s implications are vital for educational administrators and policymakers, emphasizing the necessity to foster shared leadership environments conducive to nurturing faculty innovation. By recognizing the predictive role of shared leadership in shaping innovative behaviors, educational institutions can strategize more effectively to promote academic excellence and drive educational reforms.

Impact of a New Departmental Awards Program on Faculty Engagement and Promotion

Abstract Background Many academic institutions recognize contributions to individual departments by awarding faculty departmental awards for their achievement in service, teaching and scholarship. Before 2019, our department had teaching awards chosen by residents, but there were no awards given to the faculty by peers for academic accomplishments. The objective of this abstract is to present the impact of the newly implemented departmental awards on the promotion and academic advancement of our faculty. Design Based on the already established awards in other departments within the School of Medicine a committee of six faculty members proposed six annual awards: Educator Impact, Outstanding Service, Outstanding Citizenship, Mentoring, and Basic and Clinical Science Publications. The committee defined activities and eligibility for each award category (for example, faculty could not receive the same award within 3 years). The categories and eligibility criteria are distributed to all faculty (around 120) each year. The first call for nominations occurred in 2019. Assessment of the awards program included the number of nominators and nominees each year and the impact on recipients’ academic advancement and recognition. Results In 2019, 17 faculty nominated 16 other faculty for the six awards. These numbers grew steadily, and by 2023, 42 faculty nominated 28 other faculty for the awards. The awards have been included in the curriculum vitae of five faculty who have been promoted to either the Associate Professor or Professor level and six faculty inducted into our institution’s Clinical Distinctions program. During the five years this awards program has existed, two faculty received two awards in different categories, whereas the remaining 26 awardees each received one award. Anecdotes from faculty during this time have been overwhelmingly positive. Conclusion Based on the increased engagement of faculty nominating their peers and the overall impact of the awards on faculty promotion and clinical distinction recognition, the new departmental awards program has been very successful.

How can we improve AI competencies for tomorrow's leaders: Insights from multi-stakeholders’ interaction

This study investigates factors influencing artificial intelligence (AI) competencies in higher education for sustainable development using learning theories. Utilizing a mixed-method approach, it analyzes responses from 525 students and interviews with 35 faculty members from five Indian universities. The study employs confirmatory factor analysis (CFA) and structural equation modeling (CB-SEM) to explore relationships between various learning approaches and AI competencies. Findings indicate that collaborative learning, problem-solving, and cognitive competence significantly contribute to AI proficiency. Human-tool collaboration and self-learning also enhance students' understanding of AI concepts, fostering strategic decision-making in business contexts. Additionally, thematic analysis from qualitative interviews identifies critical themes for developing an AI curriculum framework, including curriculum design, pedagogical strategies, ethical considerations, and global perspectives. The research provides an integrated theoretical model and offers practical recommendations for enhancing AI education, emphasizing the importance of interdisciplinary collaboration and ethical AI usage in management education.

Collaborative Preclinical/Clinical Efforts Aimed at Strengthening a Neurology Residency Program: Challenges, Activities and Outcomes

AbstractRecent trends in medical education have included efforts to better integrate traditionally preclinical content with subject matter included in the clinical years of the curriculum. The participation of clinical faculty in preclinical courses is well established; however, involvement of biomedical science faculty in resident education is less common. We describe here a project in which a basic science faculty member participated in a neurology residency program to address specific basic science knowledge weaknesses identified by the neurology department chair. We address issues and challenges associated with planning and implementation. Benefits to both the residents and the biomedical scientist are described.

Exploring the Effects of Using AI Technologies in Higher Education Institutions in UAE

This study aimed to explore the effects of using artificial intelligence (AI) technologies in higher education institutions in UAE on students and faculty members. Through designing a survey on Google Form and adopting a descriptive analytical approach, the intended goals were met. This survey employs the five point Likert scale and includes two main parts. The first part collects data about (gender, name of the university, and academic rank). The second part targets two areas. The first area is the effects of using AI technologies in higher education institutions in UAE on students and the second area is the effects of using AI technologies on faculty members. The researchers shared the survey link on several WhatsApp groups that target faculty members in eight universities in UAE. The survey was filled by 244 faculty members. Thus, the purposive sampling method was used. SPSS program was used for conducting an analysis for the collected data. It was found that using AI technologies in higher education institutions in UAE has positive effects on students and faculty members. In terms of students using AI technologies develops the critical thinking, research, critical thinking and time management skills of students.

Perception of University Nursing Students and Faculty Members Regarding Simulated Practices: A Mixed Methods Study.

Clinical simulation has been used as a teaching strategy for students in health programmes, fostering greater preparedness and confidence in performing procedures. This study aimed to analyse the perception of fourth-semester nursing students and teachers regarding the simulated practice methodology implemented in a private university in Cali, Colombia. A robust mixed-methods approach was used, incorporating quantitative surveys and qualitative interviews with 41 students and 5 teaching nursing faculty members. Data triangulation was applied to ensure the robustness of the results. Both students and teachers reported a positive perception of simulated practice, which contributes to knowledge acquisition and contextual learning. Students emphasised that simulation improved their prior knowledge and motivated them to explore new topics. Lecturers emphasised the importance of well-trained instructors in simulation environments. However, participants identified challenges affecting performance, including simulation duration, group size, realism, and resource constraints. Students and teachers recommend strategic changes to the curriculum to optimise simulation practices.

Being a physician: what messages have medical students received during the first month of medical school experience?

BackgroundThis study aims to investigate the meanings that first-year medical students make about becoming a physician from the messages they receive from the faculty environment, faculty members and senior students after their one-month experience at the faculty of medicine.MethodsIn this phenomenological qualitative research, in-depth semi-structured interview was used to collect data from 21 first-year medical students, and data were analyzed through inductive content analysis method.ResultsAs a result of the analysis, one theme and four categories emerged about gaining professional competencies, having emotions specific to the profession, having sources of motivation, and challenges of becoming a physician in the future. The results reveal that first-year medical students think being a physician will help them gain professional competences, motivate them as the job is prestigious, a guaranteed profession, provides a multidisciplinary working environment, and gives opportunity to serve society and keep people alive. On the other hand, the first-year medical students are aware of the fact that their future profession will bring some challenges such as having to deal with a lot of stress, long working hours, mobbing, and having to study hard all the time during their education.ConclusionsWe believe that the current study presents significant results and some useful knowledge regarding the first-year medical students’ perception of their future career as a physician.

Integrating a Longitudinal Course on the Principles of Research in an Outcomes-Based Undergraduate Medical Education Curriculum.

Teaching and learning approaches can support medical students in developing the research skills necessary to be adept consumers of scientific research. Despite various influencing factors, existing literature on effective strategies in undergraduate medical education remains limited. Using a spiraled curriculum, we created and evaluated a longitudinal course to enhance medical students' research abilities. During a recent curriculum renewal at one medical school, a three-year longitudinal course on the principles of research was developed and implemented. The innovation of this course includes the sequential nature and deliberate redundancy of curriculum content, how new knowledge is linked to prior learning, and the progressive level of difficulty in knowledge application and skill development. The authors analysed faculty members' and students' satisfaction and their perceptions of each session of the course using program evaluation data collected between 2019 and 2021. Both faculty members and students recognized the benefits of revisiting concepts and highlighted learning outcomes like improved synthesis of information, explaining findings to patients, and enhanced critical thinking. The adoption of a spiraled curriculum in undergraduate medical education offers a systematic approach for developing students' research skills. The positive reception of this innovation underscores its potential to help future health professionals form a professional identity as adept researchers. However, its implications demand careful consideration and ongoing evaluation to ensure that the desired outcomes are sustained.

Gender Disparities in Book Circulation at a Chinese University Library (2012–2022)

The study explores the significance of gender differences in higher education, using book circulation data from Nanjing Normal University libraries between 2012 and 2022. It aims to analyze gender disparities and calculate the mathematical characteristics of gender prediction probability using the ANN model. The time-series ARIMA model also forecasts the average number of books that male and female teachers and teacher candidates are expected to borrow and renew in the next three years. The findings indicate that men tend to be more focused and persistent readers despite women having a more extensive network of book borrowing ties. Male graduate students and faculty members demonstrate significantly greater individual variability in book renewals than their female counterparts. Additionally, the maximum value of book renewals for male graduate students and male faculty members is notably higher than that of female graduate students and female faculty members. Book renewal frequency is a crucial factor in ANN gender prediction. On average, male readers incur higher overdue fines than female readers, and the overdue fines for both genders during the COVID-19 pandemic were considerably higher than usual. The actual monthly average renewal rates in 2022 exhibited significant fluctuations across genders and academic statuses, highlighting the limitations of the ARIMA model and other factors influencing renewal rates.

Briefs

Pro‐Palestine walkouts, protests continue on campus Man charged with stalking female UConn basketball player University cancels athletics events after racist threats target Haitian community University pays faculty member after harassment claim

Communicating in Verse: How Reading Poetry Can Expand How We Care for Patients.

It is a foundational principle of medical humanities that the appreciation of literature and other humanities enrich and expand medical training. But what are the mechanisms by which this happens? As a faculty member and former medical student, who met during an interdisciplinary and multi-institutional 5-session poetry seminar, we reflect on how poetry enriches our own experiences working with patients, as well as how we care for patients. Reading poetry in medicine has the potential to enhance observational skills, model an appreciation of uncertainties, and generate joy. Similar to our seminar, other institutions may also consider incorporating poetry into curricula.

Exploring the Lived Experiences of Members of a Faculty Research Hub Design Team in a College of Education at an HSI

ABSTRACT Researchers used a transcendental phenomenological approach to explore the experiences of faculty members in a Faculty Research Hub design team at a Hispanic-Serving Institution. Through data analysis, several themes emerged: (1) Support and leadership, (2) Commitment to improvement, (3) Individual motivation, (4) Structure and collaborative nature of the team, (5) Small team size with diverse expertise, and (6) Faculty learning and development. These themes align with the input, process, or outcome stages of Binkhorst et al.’s (2015) integrative descriptive framework for Teacher Design Teams (TDTs). The study suggests that Hispanic-Serving Institutions aspiring to become R1 institutions should consider implementing and evaluating Faculty Design Teams (FDTs) to enhance faculty research productivity and doctoral student success.

The Impact of Key Performance Indicators on Faculty Research in Higher Education

This study investigates the effectiveness of key performance indicators (KPIs) in evaluating the research contributions of academic staff in Uzbekistan, aiming to provide a nuanced understanding of faculty performance assessment. Employing a mixed-methods approach, the research integrates quantitative bibliometric analysis of publication data from 500 faculty members with qualitative interviews from 30 academics. The quantitative analysis focuses on metrics such as total publications, citation counts, and h-index scores, while the qualitative component explores faculty perceptions regarding the influence of KPIs on their research activities and career development. The analysis reveals significant variability in research productivity, with faculty averaging 12.4 publications and 110.2 citations. Econometric modeling indicates a strong positive correlation between publication metrics and citation impact, suggesting that higher publication output enhances academic visibility. Qualitative insights highlight the pressures of a "publish-or-perish" culture, which adversely affects research quality and faculty morale, particularly in contexts with limited institutional support. This research contributes to the discourse on academic performance evaluation by emphasizing the limitations of traditional metrics and advocating for a more holistic assessment framework. It highlights the need for higher education institutions to consider both quantitative and qualitative measures to better reflect the complexities of academic contributions in Uzbekistan.

An Effective Interprofessional Collaboration to Support African Refugee Students' Oral and Written Language and Social Integration

Purpose: Two faculty members collaborated to advance educational equity by providing a summer camp experience to prevent summer learning loss for African refugee students in preschool through high school. Both faculty members educate university students in graduate programs, one for students aiming to become educators of English to Speakers of Other Languages and the other for speech-language pathology students. Method: Speech-language pathology graduate students provided supports for oral and written language within Tier 1 of a multitiered systems of support framework during camp. Interventions were provided within the context of the camp activities, rooted in the constructs of contextualized intervention, implicit learning, and feedback-free learning. The speech-language pathology students collaborated with the faculty members, camp director, community members, and the campers. Results: The speech-language pathology students learned to provide language support in natural environments, analyze writing, recognize strengths and areas for growth in multilingual learners, establish rapport with individuals from cultural and linguistic backgrounds that differ from their own, collaborate with other professionals, and build campers' confidence and self-esteem. The campers expanded their vocabulary, syntactic, and narrative production and developed teamwork, collaboration, and leadership. Conclusions: This program can be a model for others aiming to collaborate to advance educational equity. Speech-language pathologists have an important role in collaborating with colleagues from other disciplines to provide programs for language and literacy support, even when the students do not have underlying language disorder.

Replicating “Language Matters”: Taking Baselines into Account

Abstract This study evaluates the visibility of French-speaking scholars in Canadian political science by analyzing the reading materials assigned in Canadian politics courses. Extending Daoust et al.'s (2022) research, we establish a baseline for their calculations and build an original dataset gathered from all political science departments’ websites and Google Scholar. Our analysis based on three assumptions about the expected academic representation of francophones—Canada's linguistic composition, the makeup of political science departments and faculty members’ productivity—reveals a discrepancy favouring anglophone scholars by up to four percentage points. Our findings extend Daoust et al.'s (2022) contribution by highlighting a similar language-based bias in overall citation practices among Canadian scholars, with French-speaking authors being significantly under-cited compared to their English-speaking counterparts despite demonstrating higher levels of overall productivity. Implications for the future of the discipline are also discussed.