Faculty Productivity Research Articles

Academic Productivity at Orthopedic Surgery Sports Medicine Fellowship Programs in the United States Has a Weak Positive Correlation with Non-Research Life-Time Industry Earnings

PurposeTo characterize the relationship between academic productivity, as defined by H-index, and industry payments for fellowship-trained sports medicine surgeons in faculty positions at sports medicine fellowships. MethodsThe American Orthopaedic Society for Sports Medicine (AOSSM) fellowship directory was used to create a comprehensive list of all fellowship programs nationwide. Fellowship websites were then reviewed to generate a list of the teaching faculty associated with each program. Total non-research life-time earnings was obtained from the Centers for Medicare and Medicaid Services website. Academic productivity of each fellowship faculty was assessed via H-index. Frequency counts and other descriptive statistic measures were used to describe the data for this study. Correlation was performed for continuous data using Spearman’s rho. Results90 orthopedic surgery sports medicine fellowships were identified with a combined total of 574 orthopedic surgery sports medicine fellowship faculty. There was a weak positive correlation between individual physician H-index and individual physician life-time earnings at orthopedic surgery sports medicine fellowships (p<0.001; Spearman’s rho = 0.329). There was a statistically significant difference between individual faculty H-index by quartile and individual faculty life-time earnings (test statistic: 47.3; p<0.001). There was no significant regional difference in payments but there is remarkable heterogeneity in the distribution of payments to individual physicians, with the top 10% of physicians receiving over 80% of industry dollars. ConclusionThere is a positive correlation between academic productivity and industry payments at both the individual and institutional level in orthopedic sports medicine departments, although this relationship was greater at the fellowship level. Furthermore, the majority of non-research industry funding goes to a minority of physicians. Clinical RelevanceEvaluating the impact that non-research industry payments have on a sports medicine orthopedic surgeon's research productivity can offer valuable insights into the relationship between industry compensation and scholarly output in this field.

Impact of Cleft and Craniofacial Surgery Experience in Oral and Maxillofacial Surgery Residency Training Programs

The impact of cleft and craniomaxillofacial surgeons (CCMFSs) on oral and maxillofacial surgery (OMS) resident training is not well known. The purpose of this study was to measure the association between resident exposure to OMS faculty with CCMFS training, clinical experience, and scholarly activity. An anonymous survey of OMS residency directors in the United States, distributed electronically by the American Association of Oral and Maxillofacial Surgeons, was used to conduct a cross-sectional study. Survey consisted of 3 following sections: 1) CCMFS faculty and program-related information, 2) CCMFS curriculum in residency programs, and 3) academic productivity related to CCMFS. Primary predictor variable was CCMFS exposure: presence or absence of an OMS faculty with CCMFS fellowship or equivalent. Primary outcome variables were: 1) number of CCMFS cases with OMS resident involvement, 2) number of OMS residents who pursued CCMF surgery fellowship, and 3) CCMFS-related academic productivity of faculty and residents by abstract or publication. Covariates include clinical experience of OMS residents in CCMFS cases and CCMFS-related academic productivity. Descriptive statistics and continuous/ordinal variables were summarized. Fisher exact and Wilcoxon Rank Sum tests were completed. 2-sided P values of <.05 were considered statistically significant. There were 81 completed surveys (91% response rate; excluded military programs). Almost half of OMS training programs have at least one attending surgeon who completed a CCMF surgery fellowship (n=36/81, 44.4%). OMS departments with a CCMFS-trained faculty performed more operations on patients with congenital craniofacial differences (P value <.001) and were more likely to publish at least one manuscript related to CCMF surgery in the last 5years (P value=.029). Nearly half of OMS training programs have at least one attending surgeon who completed a CCMF surgery fellowship or equivalent. CCMF surgery faculty may increase opportunities for OMS resident involvement in caring for patients with congenital craniofacial differences. There is academic productivity in programs with CCMF surgeons. This should improve as the cohort of CCMF trained oral and maxillofacial surgeons increases.

Modeling appeals in university accreditation in Chile: an exploratory study

ABSTRACT In Chile, university administrators may appeal to a secondary agency to challenge the accreditation decisions of the primary national accreditation agency. The study analyzes the appeal judgments, using an empirical approach to identify arguments used by the secondary agency to justify its decisions. The analyses identify several factors, such as improvements since the last accreditation, faculty productivity, and financial standing, as the most relevant predictors of appeal success. The appellate agency, however, tends to emphasize the absence of deficiencies or weaknesses associated with these factors when it grants an appeal, sidestepping the primary agency’s criteria and standards for accreditation. Such an approach may be appropriate given the heterogeneous landscape of the Chilean higher education system, providing leeway to drive excellence in more selective institutions while maintaining some minimum standards in less selective ones.

Mining of Data in Real Time to build an Interactive Research Analytics Dashboard

The paper discusses the process of building a web-based interactive platform to assess the research productivity of the individual faculty of an institution. The application harvests the bibliographic data of researchers’ publications from the Scopus database and visualises it in real-time. The open-source environment R with different packages like the shiny, shiny dashboard for building web apps and dashboard designing; httr for data harvesting through API, jsonlite for parsing JSON data, tm for text mining, wordcloud for visualising wordcloud, textstem for lemmatization of text strings, dplyr for data manipulation, etc. were used. The data was harvested at the backend using Scopus API. The user interface of the application’s front end is the default design of the shiny dashboard, with some limited customization using CSS. The system tracks and visualizes the research productivity of the faculty. The application provides the total number of publications, citations, H Index, open access information, number of publications in open access, and closed access, in an assessment year rather than a calendar year, source-wise differentiation of publications, annual distribution of publications, common themes of the research, etc.

Gender and the h-index in epidemiology

Gender-Based differences in h-indices across fields, including psychology, social work, and the biomedical sciences have been reported. These differences are persistent across all faculty ranks, including assistant, associate, and full professors, but may be larger for early career and senior faculty. Even with these known biases, the h-index remains a widely used metric of the productivity and impact of research scientists and university faculty. Recently, several studies have drawn attention to the potential for a widening gender gap in academic metrics given the ways in which gendered roles, and thus research productivity, were inequitably impacted by the COVID-19 pandemic. We describe the association between gender and h-index among a sample of tenured faculty from epidemiology departments in Schools and Programs of Public Health. Gender explained 1.2% of the variance in h-indices; after adjustment for professional age, gender explained only 0.1% of the variance. There was also crossover interaction for professional age and gender, with women having lower h-indices in early career yet overtaking males later. If h-indices are utilized as metrics for promotion and tenure, or as criteria for appointments to leadership or other roles, gender bias will continue to limit early- and mid-career women’s inclusion and advancement.

Applying What We Know About Student Success to Creating a Model for Faculty Success

Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed.

Teaching motivation, performance, and work productivity of higher education faculty in China: Basis for teacher development plan

Teaching motivation, performance, and work productivity of higher education faculty in China: Basis for teacher development plan

Leadership style dynamics: informing policy for optimal employee performance in diverse organizational setting

This study examines the leadership styles employed by school administrators and their influence on the performance of faculty members in educational institutions. The research employs a mixed-methods approach to investigate many aspects of leadership, including as adaptable, servant, inclusive, and resilient styles. The findings indicate that administrators are increasingly adopting top-level leadership styles that are characterized by adaptability, service orientation, inclusion, and resilience. The study reveals notable variations in leadership styles depending on the gender of the respondents and the organizational environment. This highlights the significance of implementing leadership methods that are inclusive of gender and sensitive to the specific context. Although there are variations in faculty performance among different organizational settings, some institutions excel in their performance. However, there is no evidence of any substantial relationships between leadership styles and faculty performance. Thematic analysis uncovers significant obstacles and input pertaining to communication, decision-making, coherence, and emotional intelligence in leadership practices. Suggestions are put forward to improve leadership development, encourage gender-inclusive policies, facilitate effective communication, and nurture emotional intelligence among administrators. By applying these suggestions, educational institutions can foster a nurturing work atmosphere, enhance faculty productivity, and ultimately, promote organizational success and employee welfare.

Towards a Framework for Performance Management and Machine Learning in a Higher Education Institution

Towards a Framework for Performance Management and Machine Learning in a Higher Education Institution

Organizational Justice and Faculty Engagement in State Universities and Colleges as Related to Productivity

This survey-correlational research aimed to determine the productivity of faculty in state colleges and universities (SUC’s) as related to organizational justice and engagement. The independent variables were the organizational justice and faculty engagement, while productivity was the dependent variable. The antecedent variables were age, gender, length of service, and educational background. Two hundred forty (240) randomly selected faculty in a state institution of higher learning in Iloilo were the participants of the study, and two adopted, validated, and pilot tested data-gathering instruments were used – a Questionnaire to Measure Organizational Justice by Usmani and Jamal (2013) and an Employee Engagement Survey by Koskinen, (2015). To measure the faculty productivity, the Individual Performance Commitment and Review (IPCR) for SUC’s was utilized. Frequency count, percentage analysis, rank, mean, and standard deviation were employed as descriptive statistics while the one-way ANOVA and Pearson’s r were employed as inferential statistics. The .05 alpha level was used as the criterion for the acceptance or rejection of the null hypothesis. All statistical computations were processed through the Statistical Package of the Social Sciences (SPSS) software. Study results revealed that generally, the faculty assessed the SUC’s prevailing “high” organizational justice and work engagement, but “very high” work productivity. The faculty did not differ significantly in their assessment of the prevailing organizational justice and work engagement when they were classified according to age, sex, length of service, and educational background, yet significant differences were noted in their assessment of the work productivity when they were classified according to length of service and educational background. No significant differences were noted in the productivity of the faculty classified according to age and gender. A positive and significant relationship existed between faculty’s assessment of organizational justice in SUC’s and their work engagement, but significant relationship existed between their assessment of organizational justice in SUC’s and work productivity and between faculty engagement and work productivity. This was validated by three experts who assessed that the topics were relevant, applicable, and properly sequenced in terms of the applicability of organizational justice and faculty engagement, and this development plan could be used for the improvement of their work productivity.

Leveraging Visualization and Machine Learning Techniques in Education: A Case Study of K-12 State Assessment Data

As data-driven models gain importance in driving decisions and processes, recently, it has become increasingly important to visualize the data with both speed and accuracy. A massive volume of data is presently generated in the educational sphere from various learning platforms, tools, and institutions. The visual analytics of educational big data has the capability to improve student learning, develop strategies for personalized learning, and improve faculty productivity. However, there are limited advancements in the education domain for data-driven decision making leveraging the recent advancements in the field of machine learning. Some of the recent tools such as Tableau, Power BI, Microsoft Azure suite, Sisense, etc., leverage artificial intelligence and machine learning techniques to visualize data and generate insights from them; however, their applicability in educational advances is limited. This paper focuses on leveraging machine learning and visualization techniques to demonstrate their utility through a practical implementation using K-12 state assessment data compiled from the institutional websites of the States of Texas and Louisiana. Effective modeling and predictive analytics are the focus of the sample use case presented in this research. Our approach demonstrates the applicability of web technology in conjunction with machine learning to provide a cost-effective and timely solution to visualize and analyze big educational data. Additionally, ad hoc visualization provides contextual analysis in areas of concern for education agencies (EAs).

430 Academic Productivity of Neurosurgical Trainees Is Associated With Productivity of Gender Concordant Faculty

INTRODUCTION: Mentorship disparity is a commonly cited barrier to female neurosurgery trainees. The extent to which gender concordance with faculty impacts trainees’ academic productivity is underexplored. METHODS: The website of each ACGME accredited neurological surgery residency program was queried to identify the name and gender of all current (2022-2023) neurosurgical residents and academic faculty. Academic productivity, defined as the number of publications per person between 2021-2023 in 15 neurosurgery journals, was compiled into an original database. For each program, the average number of publications per female and male faculty and resident were recorded. Pearson correlation coefficients were calculated. RESULTS: A total of 959 faculty (female: 121, 12.6%) and 790 residents (female: 179, 22.7%) across 112 programs were identified. Forty (38%) programs had no female faculty; 32% had no female residents. The absence of female faculty was not statistically associated with the absence of female residents. In programs with only male faculty, academic productivity of male attendings was negatively associated with that of female residents (-0.47, p 0.0104). CONCLUSIONS: Academic productivity of male faculty correlates with productivity of male residents in their program; this relationship is not observed between faculty and residents of opposite genders. In programs with only male faculty, faculty productivity is inversely correlated with productivity of female residents. These findings reveal limited collaboration between residents and faculty of the opposite gender as a potential barrier to academic productivity. Furthermore, efforts to promote effective cross-sex collaboration could increase productivity for all members of neurosurgery divisions.

Gender, Race, and Authorship in Criminological and Criminal Justice Journals: A New Look With an Old Result

There is a wealth of research that has tested faculty productivity in criminology and criminal justice (CCJ) journals over the past 30 years, although only a modest proportion of these studies have analyzed the gender of authors publishing in CCJ journals. Moreover, only a couple of studies have assessed the race of the authors in these journals, with their focus placed on either African American productivity or the comparison of non-White and White authors. The present study examines 1,836 journal articles in 14 journals from 2016 to 2018, including the top eight CCJ journals, the top three sociology and psychology journals, and the top three gender-focused journals in the area of crime and justice. We broke author productivity in these journals down by specific demographic categories and found that White men account for the majority of authors publishing in the CCJ journals, followed by White women. We also found that the advances for women authors found in some journals are primarily due to White women authors, as the production of all minority groups in the journals remains low regardless of gender.

Transformational Leadership, Cultural Intelligence, Self-Efficacy, and Productivity among Higher Education Faculty: A Structural Model

This study aimed to assess the productivity of higher education faculty by developing a structural model incorporating predetermined factors such as transformational leadership exhibited by academic heads, the faculty's cultural intelligence, and self-efficacy. After undergoing scientific validation and reliability tests, this study utilized questionnaires in a descriptive-correlational and causal-comparative research design. Data were gathered from 500 higher education faculty in Northern Mindanao, Philippines. The results revealed a high level of productivity among higher education faculty, particularly in producing instructional tools, engaging in professional development and community service, and a moderately productive level in research and publication. Remarkably, academic heads demonstrated an excellent display of transformational leadership. Higher education faculty exhibited high levels of cultural intelligence and self-efficacy. This implies that the academic head's exemplary display of transformational leadership highlights a commendable commitment to inspiring positive change and fostering growth within the academic setting. Simultaneously, the Higher Education Faculty exhibits remarkable levels of cultural intelligence and self-efficacy, showcasing their proficiency in navigating diverse cultural landscapes and their confidence in their capabilities. Ultimately, the structural model revealed that the productivity of higher education faculty is best explained by the influence of academic heads' transformational leadership, coupled with faculty cultural intelligence and self-efficacy. This model is known as Apdian’s Model of Productivity Among Faculty in State Universities.

Key considerations for developing an equitable faculty teaching workload

PurposeFaculty teaching workload has become a focus for many academic institutions given the increasing amount of faculty burnout and need for equitable distribution of effort. Many gaps exist in faculty workload guidance which contribute to decreased faculty productivity, lack of appropriate recognition, faculty burnout, and subsequently, retention of faculty. A task force was created to develop teaching workload guidance and to outline minimum teaching expectations at our school of pharmacy. DescriptionThis manuscript highlights the need for clarity around the definition of roles of the contemporary educator and considerations when developing guidance around teaching workload expectations using the “What? So What? Now What?” reflection framework. Analysis/interpretationTeaching workload guidance first starts with establishing a definition of the contemporary roles of the educator. Challenges, considerations, and eight next steps are outlined that are critical to address before equitable teaching workload guidance is established. ConclusionsTeaching workload guidance should include transparency, clarity, credit, norms, context, and accountability. Additionally, solutions created to address the gaps in workload policies should be data driven. ImplicationsThe current traditional system of evaluating faculty workload has many gaps due to forces driving change in pharmacy education. Roles of the pharmacy educator should be valued and recognized across all mission centric learning programs.

Assessing burnout among early career faculty in US dental schools.

Burnout is a condition characterized by emotional exhaustion, low personal accomplishment, and feelings of depersonalization that may evolve as a result of chronic occupational stress. Our goal for the study was to measure the degree of burnout among US dental school faculty with less than 10 years in academia. A mixed method approach to data collection was utilized for the study and included: A. A 15-items demographics survey B. Maslach Burnout Inventory (MBI) combined with the Area-Work life Scale (AWS) C. A survey open-ended response to respondent's general feelings about work environment. MBI results from the data collected from 52 respondents indicate 7 or 13.46% of respondents are categorized with a 'burnout' profile. The most abundant categories recognized among this group are feelings of being "overextended" (34.62%) while 32.69% of the respondents self-report signs of being engaged. The results from this population indicate higher emotional exhaustion while levels of depersonalization are lower. The Area-Work life Scale (AWS) for this group indicates a higher sense of reward and control, while a lower frequency of workload balance and fairness are recognized. The data collected from the sample population suggest increased higher feelings of burnout at the 9-year mark, with increased administrative duties, and age range over 44 years. Identifying factors in workload, work environment, and influences in the home that lead to burnout early in a faculty member's tenure and introducing reduction mechanisms are key to enhancing faculty production, satisfaction, and retention.

Supporting faculty scholarship through a peer writing group: a model and guide for success

ABSTRACT Writing groups have been touted as a method for bolstering faculty productivity. Most research has focused on temporary groups and events rather than long-standing, cohesive groups. The purpose of this study was to explore the factors leading to the success of a writing group called Pawprint Scholars. Academic artifacts were collected, and interviews were conducted with group members. Faculty reported sustained increases in productivity. The intentional organization of Pawprint Scholars led to professional growth among group members and was influenced by external factors such as institutional support. We provide recommendations for readers to assist in starting a group at their own institution.

THE BALANCED SCORECARD ASSESSMENT FOR PUBLIC UNIVERSITY MANAGEMENT

The objective of this study is to conduct an analysis of a public university utilising the Balanced Scorecard framework. The purpose of conducting this study is to evaluate the performance of the university using a strategic management framework that incorporates four key perspectives: Financial, Customer (Student), Internal Processes, and Learning and Growth. The methodology utilised include the collection of primary and secondary data from the public university. The study emphasises the significance of proficiently managing resources, achieving a balance between endowment performance and return on investment, and securing the institution's long-term sustainability within the Financial Perspective. The importance of attaining high levels of student satisfaction and retention rates is emphasised in the context of the Customer (Student) Perspective. The Internal Processes Perspective places significant emphasis on the necessity of maintaining a harmonious among several aspects, including curriculum development, faculty productivity, operational efficiency, and quality assurance. The Learning and Growth Perspective highlights the institution's dedication to achieving high academic standards, fostering adaptation, and promoting innovation. The implementation of strategic management practises, such as the balanced scorecard, within public universities has been found to have a positive impact on their overall academic performance and success. KEYWORDS: Public University, Strategic Management, Balanced Scorecard

Geoscience academic hiring networks reinforce historic patterns of inequity

Abstract An analysis of the academic hiring networks in geoscience reveals a severe imbalance that favors graduates from a small handful of institutions. In this study, social network analysis was conducted on a database consisting of every individual with a Ph.D. working in a geoscience degree-granting program in the United States (n = 6694) between 2015 and 2021. Individuals were mapped from the institution where they earned their Ph.D. to the institution where they currently work. Of the 895 geoscience degree-granting institutions included in the database, 10 alone produced nearly a quarter (24.6%) of the entire academic geoscience workforce. Network analysis also identified a small, closed network consisting of five of the top-10 institutions, which suggests that these networks hire more frequently from one another than from other institutions in the network. When academic rank was used to analyze the network for change over time, no significant shift in the hiring patterns was found. These imbalances in faculty production disadvantage scientists who are educated at programs other than the top-placing institutions and ultimately reinforces longstanding inequities in the field, such as the underrepresentation of people who are Black, Indigenous, People of Color (BIPOC), and first-generation college students in geoscience faculty. These patterns of inequity have also been shown to limit the spread of new scientific ideas throughout research communities.

Occupational Safety and Health Program: Foundation of Technology Management in SUCs

Ergonomics and other technology to reduce risk or prevent accidents must be effectively used and managed for SUC to become competitive locally and in the region. The research evaluated the association of Occupational Safety, Health and Social Environment to the health condition of teachers of State Colleges and Universities (SUCs) in the Philippines as the basis for crafting the Occupation Safety and Health Program for SUCs. The descriptive-quantitative- correlational method was used in this study using survey questionnaires that were administered to 84 teachers across the three identified SUCs. Findings revealed a relationship between Occupational safety, level of occupational health, and social environment to the teachers' health status. Health and safety conditions included work environment, housekeeping, and health and medical services provided by the concerned institutions to their faculty. On the other hand, productivity consisted of outputs in instructions, research, community and extension services, and creative productions. The different occupational and non-occupational illnesses were taken into consideration. Afterward, provisions on occupational safety and health for faculty productivity were proposed by the researchers to help school administrators maintain a safe and healthful atmosphere in the academe, thereby increasing the productivity of the faculty.