Faculty Profile Research Articles

Bibliometrics and National Institutes of Health Funding: Associated Factors in Academic Rhinology

AbstractOur study aims to evaluate demographics and research productivity in academic rhinology and to establish the relationship between bibliometrics such as the Hirsch index (h-index) and the more recently developed relative citation ratio (RCR) and National Institutes of Health (NIH) funding. Retrospective cohort study. The demographics of academic rhinologists were collected from institutional faculty profiles (N = 207). Funding data were obtained from the NIH Research Portfolio Online Reporting Tools Expenditures and Reports Database. The h-index was calculated using Scopus. The mean (m-RCR) and weighted RCR (w-RCR) were calculated using the NIH iCite tool. The majority of academic rhinologists were men (72.9%). Only 8.7% of rhinologists (N = 18) received NIH funding. Rhinologists receiving NIH funding had greater h-index (31 vs. 11), m-RCR (2.6 vs. 1.6), and w-RCR (339.9 vs. 44.7) (P < 0.001). Men had greater h-index (14 vs. 10, P < 0.001) and w-RCR (56.8 vs. 36.9, P = 0.025) but not m-RCR (1.7 vs. 1.6, P = 0.799) than women. Stratifying by academic professorship rank and across all career durations, h-index, m-RCR, and w-RCR were not significantly different between men and women. Among academic rhinologists the h-index, m-RCR, and w-RCR were all associated with receiving NIH funding. Similar h-index, m-RCR, and w-RCR between men and women across all academic professorship ranks and career durations suggests production of similar quality and quantity of research. The m-RCR and w-RCR help to address some of the limitations of the h-index and are useful for assessing research productivity.

Race, Ethnicity, and Gender Representation Among US Academic Spine Surgeons.

Although diversity has improved across certain orthopaedic subspecialties, enhancing diversity within spine surgery has remained a challenge. We aimed to investigate the current state of sex, racial, and ethnic diversity among academic orthopaedic spine surgeons in the United States. In January 2024, a cross-sectional analysis of orthopaedic spine surgery faculty in the United States was conducted using the Doximity database to identify eligible surgeons. Fellowship-trained orthopaedic spine surgeons (professor, associate professor, and assistant professor) who graduated residency between 1990 and 2022 were included. Race, sex, academic rank, residency year of graduation, and H-Index scores were recorded using publicly available information from faculty profile pages and the Doximity database. Four hundred fifty-two spine faculty were included in the analysis: 95.1% men and 4.84% women. Across race and ethnicity, 315 surgeons (69.7%) were White, 111 (24.6%) Asian, 15 (3.32%) Black or African American, and 11 (2.43%) Hispanic or Latino or of Spanish origin. Of the 101 professor-level surgeons, 3 (2.97%) were Black men. Among female professors, none were Black, Asian, or Hispanic/Latino. No Hispanic or Latino female professors, associate professors, or assistant professors were identified. The sex and race/ethnicity demographics that have increased in percentage over time include White women (0.92% to 6.08%), Asian men (11.0% to 26.5%), Asian women (0% to 1.66%), and Hispanic/Latino men (1.83% to 3.87%). The surgeon demographic groups that demonstrated minimal fluctuations over time included Black men, Black women, and Hispanic/Latino women. Our findings demonstrate that underrepresentation among academic spine surgeons remains an ongoing challenge that warrants increased attention. Enhancing the representation of Black and Hispanic men, as well as Black, Asian, and Hispanic women, in spine surgery requires a deliberate effort at every level of orthopaedic training.

Closing the Loop: Automating Links to Open Access Versions of Articles in Faculty Profiles at a Large Research Institution

Introduction: Universities implement faculty profile systems for a variety of reasons, including to increase visibility of research produced at the institution. These profiles often connect with other campus systems, particularly institutional repositories. This article describes a collaboration at the University of Colorado Boulder aimed at integrating the institutional repository with the faculty profile system, which then expanded to encompass the automated creation of profile links to open access versions of faculty articles from any journal or repository. Description of Program: To achieve the initial project goals, a cross-campus team from the University Libraries and the Faculty Information System developed a strategy of using Unpaywall as an intermediary data source to connect the institutional repository with the faculty profile system. This also allowed for the development of an automated process for generating links to open access content from any journal or repository, which resulted in the creation of over 35,000 links to openly available content in faculty profiles, including over 2,900 links to content in the institutional repository. These links provide public users of the faculty profile system with a simple way to access all openly available research produced at the university. This article describes the development and implementation of this project as well as lessons learned. Next Steps: The ongoing collaboration provides additional opportunities to unlock data for monitoring rates of open access publishing and self-archiving, informing library collection development decisions, and connecting to other data sources to reveal further insights.

Where are the women in spine surgery? A demographic study of the range of gender disparity in academic spine hospitals in the United States

BACKGROUND CONTEXTThere is a paucity of women in the field of academic spine surgery. In 2022, 20% of orthopedic surgery residents and 24% of neurosurgery residents were women, the lowest and third lowest of all medical specialties respectively. There exists a significant discrepancy in the number of women employed as adult spine surgeons at academic hospitals. PURPOSETo quantify the number of female attending spine surgeons at academic hospitals and identify institutions that based on faculty diversity are demonstrating inequity. STUDY DESIGNDescriptive. METHODSDemographic data was collected utilizing the 2023 to 2024 NASS Fellowship Directory in combination with publicly available information on faculty profiles from January 1, 2024 to January 30, 2024. Data collected included gender and training institutions (medical school, residency, and fellowship). Adult spine fellowship-trained orthopedic surgeons and neurosurgeons who perform adult spine surgery were included. RESULTSThere are 943 neurosurgical and orthopedic adult spine surgeons employed at 73 academic hospitals. The breakdown of orthopedic spine surgeons versus neurosurgeons is roughly equivalent, at 453 and 490, respectively. Among orthopedic spine surgeons, 19 out of 453 (4%) are female. Among neurosurgeons, 44 out of 490 (9%) are female. The number of female academic spine surgeons who are neurosurgeons is more than double that of orthopedic surgeons. Twelve out of the 19 (63%) female orthopedic spine surgeons, and 16 out of the 44 (36%) female neurosurgeons are employed at the program where they trained. Out of 45 larger academic spine hospitals with >10 faculty members, there were 15 without any female faculty. There is 1 academic hospital with ≥ 20 spine faculty, and zero women. CONCLUSIONThe number of women pursuing academic spine careers continues to lag behind present day demographics of training programs. These continued trends should prompt both individuals and institutions to support progress in gender disparity research.

Exploring faculty profile and technology transfer initiatives of a newly-instated state university in the Philippines

Exploring faculty profile and technology transfer initiatives of a newly-instated state university in the Philippines

Market or State? Post-Reform Distribution of Sociology Faculty at Chinese Universities

Neoliberal policies since 1978 have caused severe regional inequality in China. Cities in regions with high levels of marketisation attract top academic experts due to their proximity to economic incentives and prestigious universities. However, little is known about how economic reform has shaped the distribution of experts in the social science and humanities disciplines as they are less in demand on the market and often rely on support from the state. Using sociology as a unique case, this study investigates market and state influences on the regional distribution of sociology experts in Chinese universities based on city-level measurements. Sociology has a unique historical and paradigmatic connection with the state of China, which complicates any straightforward relationship between neoliberal policies and higher education inequality in sociology departments. Through a manual collection of 1,041 faculty profiles from 66 university websites, it was determined following the fractional logistic regression method that both the market and the state facilitate distribution. The city’s marketisation increases the internationalisation of faculty members in sociology departments, while the city’s position in the state’s administrative hierarchy maintains the sociology departments, regardless of the city’s marketisation. In general, the state still plays an important role in shaping academic expert distribution after 40 years of market reform in China.

“It answers questions that I didn’t know I had”: PhD students’ evaluation of an information-sharing knowledge graph

PurposeInterdisciplinary PhD programs can be challenging as the vital information needed by students may not be readily available; it is scattered across the university’s websites, while tacit knowledge can be obtained only by interacting with people. Hence, there is a need to develop a knowledge management model to create, query and maintain a knowledge repository for interdisciplinary students. This study aims to propose a knowledge graph containing information on critical categories (faculty, classes, dissertations, etc.) and their relationships, extracted from multiple sources, essential for interdisciplinary PhD students. This study evaluates the usability of a participatory-designed knowledge graph intended to facilitate information exchange and decision-making.MethodologyThe authors used data from multiple sources (such as university websites, faculty profiles, publication and dissertation metadata and crowdsourced data) to generate a knowledge graph in the Neo4J Bloom platform. The authors recruited 15 interdisciplinary PhD students using convenience sampling from the University of Hawaiʻi at Mānoa at various PhD stages to design and populate the knowledge graph. Next, the authors conducted a mixed methods study to perform its usability evaluation. First, the authors engaged the students in a participatory design workshop to identify relevant graph queries. Second, the authors conducted semi-structured interviews to determine the usability of the knowledge graph and rate the queries. Each interview was coded with structural and thematic codes and was further analyzed using sentiment analysis in R programming language.FindingsThe usability findings demonstrate that interaction with this knowledge graph benefits PhD students by notably reducing uncertainty and academic stress, particularly among newcomers. Knowledge graph supported them in decision-making, especially when choosing collaborators (e.g. supervisor or dissertation committee members) in an interdisciplinary setting. Key helpful features are related to exploring student–faculty networks, milestones tracking, rapid access to aggregated data and insights into crowdsourced fellow students’ activities. However, they showed concerns about crowdsourced data privacy and accessibility. Although participants expressed the need for more qualitative data in the graph, they noted it helped identify people to talk to about the topics of their interest.OriginalityThe knowledge graph provides a solution to meet the personalized needs of doctoral researchers and has the potential to improve the information discovery and decision-making process substantially. It also includes the tacit knowledge exchange support missing from most current approaches, which is critical for this population and establishing interdisciplinary collaborations. This approach can be applied to other interdisciplinary programs and domains globally.

Higher Music Teacher Education Programs in Mexico from the Professors’ Perspective. A Descriptive Study

Introduction: Despite the significant promotion and undeniable growth of music education in Mexico, three major issues have hindered its full consolidation and appropriate development: 1) There are few higher music education programs; 2) Enrollment in these programs is extremely low; 3) There is a deficit of well-trained music educators. Unfortunately, few studies in Mexico have addressed these issues, with most focusing on curriculum design. Objective. To address these concerns, this study conducted a quantitative, descriptive analysis to determine the profile of tertiary music education faculty and explore their perceptions regarding the functioning of their academic programs, their students’ profiles, and the teaching-learning conditions. Methodology. Data was collected through an ad hoc survey created by the researcher and validated through the expert-judgment validation process. The survey was sent to the 14 music education programs listed in the ANUIES Yearbook 2022-2023. Data was statistically analyzed by using the software SPSS, 2.0. Results. The findings highlighted the strengths and weaknesses perceived by professors and provided insights that may explain the current situation. Conclusions. While there are notable strengths, significant weaknesses need to be addressed, including the hiring of more well-prepared full-time professors, the implementation of effective recruitment mechanisms, adequate psycho-pedagogical support, and appropriate funding programs.

Applicant Use of Residency Program Websites During Virtual Interviews [ID 2683623

INTRODUCTION: Program websites are the most common online resource applicants use to access information about residency programs. During the COVID-19 pandemic, online resources have had to take place of site visits when interviews transitioned to the virtual setting. At this time, the Accreditation Council for Graduate Medical Education does not have a plan for a transition back to in-person interviews. The objective of this study is to assess applicant use, and information that is sought for development of high-quality residency websites. METHODS: A survey was shared to interviewees on their interview day with Creighton University–Phoenix obstetrics and gynecology residency during the 2022–2023 application cycle. To remove the possibility of influence or coercion, the survey was kept anonymous. This was found to be IRB exempt. RESULTS: Of the 88 survey respondents, 100% marked they visited the program website. Only 32 of the 88 respondents indicated they did not find the information they were looking. The most-sought information by respondents was current resident profiles (75% of respondents), hospital/training site information (68%), rotation schedule (63%), and faculty profiles (60%). Other notable categories respondents were hoping to find information about included the following: surgical training, family planning training, and benefits offered by the program. CONCLUSION: Program websites are highly utilized by residency applicants. Information traditionally shared on interview day is now found through online resources; most-sought information included resident and faculty profiles, rotation schedules, and training site information.

Optimized Solution for Digital College Management System

The College Management System is a Android OS based software application designed to make paper-less and digitalize colleges. The system helps colleges to manage and organize the Attendance more efficiently and Placement, enabling them to attract and retain top talent.The CMS offers features such as job posting and Apply. Take Attendance and view the Attendance list, and write applications for specific faculty. And time-table upload and view.The CMS simplifies the entire college student and faculty profile and activity and reduces the administrative workload on paperThe system also provides a better student experience by allowing them to apply online, track their application status, and receive timely updates on their progress. In conclusion, the College Management System is a powerful tool that helps students and faculty to communicate easily and share activities without paper. The system offers a range of features and benefits that make it. Keywords: Android Development ,College Management System , Optimisation , Student Dashboard

Organizational Commitment: A Comparative Study of Public and Private Higher Education Institutions in Punjab

This study examined and compared levels of organizational commitment (OC) between public and private university teachers in Punjab province, Pakistan. Understanding distinctions in factors influencing teacher retention and engagement across institutional contexts holds value. Yet this topic remains under-researched, especially locally. Multistage stratified sampling selected comparable public and private Punjab-based universities and faculty profiles. A sample of 315 public and private sector university faculty completed an adapted (OC) scale. Independent t-tests and descriptive analyses were utilized to assess differences across affective, normative, and continuance commitment means. Analyses revealed moderately higher overall OC among public university teachers, particularly driven by heightened continuance commitment tied to perceiving greater barriers and difficulties exiting their jobs. Affective and normative commitment promoting emotional connections and a sense of obligation also differed slightly. Tailored OC interventions should account for public teachers' "trapped" mindsets due to limited career alternatives; private faculty warrant strengthening of socioemotional rewards and mentoring. Developing context-appropriate retention strategies necessitates addressing differential needs across university types. Implementing targeted professional growth, culture building, career pathing services, and HR policies catering to distinct public and private settings can enhance teacher commitment. Further qualitative inquiries to deeply explore influencing factors are also advised.

Organizational Commitment: A Comparative Study of Public and Private Higher Education Institutions in Punjab

This study examined and compared levels of organizational commitment (OC) between public and private university teachers in Punjab province, Pakistan. Understanding distinctions in factors influencing teacher retention and engagement across institutional contexts holds value. Yet this topic remains under-researched, especially locally. Multistage stratified sampling selected comparable public and private Punjab-based universities and faculty profiles. A sample of 315 public and private sector university faculty completed an adapted (OC) scale. Independent t-tests and descriptive analyses were utilized to assess differences across affective, normative, and continuance commitment means. Analyses revealed moderately higher overall OC among public university teachers, particularly driven by heightened continuance commitment tied to perceiving greater barriers and difficulties exiting their jobs. Affective and normative commitment promoting emotional connections and a sense of obligation also differed slightly. Tailored OC interventions should account for public teachers' "trapped" mindsets due to limited career alternatives; private faculty warrant strengthening of socioemotional rewards and mentoring. Developing context-appropriate retention strategies necessitates addressing differential needs across university types. Implementing targeted professional growth, culture building, career pathing services, and HR policies catering to distinct public and private settings can enhance teacher commitment. Further qualitative inquiries to deeply explore influencing factors are also advised.

Publication Output and Trends of LIS Faculty Teaching Health-Related Courses: Connecting Research, Teaching, and Practice

The publication output of Library and Information Science (LIS) faculty teaching health courses has not been analyzed. The purpose of this bibliometric analysis was to examine publication patterns of full-time LIS faculty that teach health-related courses for library science programs in the United States and Canada. Full-time LIS faculty teaching health-related courses in American Library Association (ALA)–accredited programs were identified by searching course listings, faculty profiles, and syllabi from ALA-accredited school websites and contacting deans and directors of schools. The 29 LIS faculty that were identified and met the inclusion criteria were contacted via email in September 2021 and invited to voluntarily share their curricula vitae (CVs) for analysis. A total of 16 respondents provided their CVs, representing a 55% response rate. This was supplemented by locating five more CVs publicly available online. The final sample of LIS faculty was 21, and the bibliometrics analysis was based on a total of 716 publications published from 2011 to 2021 and reported on the CVs from this group of scholars. This analysis resulted in the identification of several patterns. Journal articles were the most common publication type, followed by conference proceedings. Joint authorship patterns were more common than solo authors, highlighting the collaborative nature of research. While faculty published in a range of LIS and interdisciplinary journals, highly cited papers appeared in health specialty journals. This study represents the first step in examining the research output for this under-explored community of LIS scholars. These findings may be of interest to promotion and tenure committees, newer tenure-track faculty, and doctoral students exploring academic careers in this specialized area.

Optimization of the approach to teaching the second foreign language

Learning a second foreign language remains a relevant issue in higher education, especially today when the need for changes in the educational process has become increasingly urgent. This research aims to justify the optimal approach that will make learning a second foreign language at MGIMO more attractive and beneficial, while improving students’ language training and knowledge level with minimal cost. The research is based on survey data analysis of students and teachers that revealed the most pressing problems. The introduction of compulsory study of two foreign languages at MGIMO can serve as a catalyst for change, without which the process of learning a second foreign language will not yield desired results. A comparison between the current approach, which has been criticized by both students and teachers, and the approach proposed by the authors convincingly shows that optimization should involve all language departments and entail a range of measures, including providing a full six-semester program; revising the syllabus of the “Second Foreign Language” discipline to make it easier; reallocating hours for basic lexical-grammatical course compared to other aspects (language of specialty, translation depending on faculty profile); creating special lines of text-books and teaching aids for the second foreign language that are interesting for students in terms of both content (relevant to the topic) and design (using digital technology capabilities). The article may be of interest to both foreign language teachers and university administrators. The proposed project will undoubtedly require effort and goodwill from both the deans and the language departments, as it entails a review of curricula and programs. However, its implementation will ultimately raise the significance of the second foreign language and improve the level of language training at MGIMO as a whole, thereby ensuring the competitiveness of graduates in the job market.

Factors Associated with Research Productivity and National Institutes of Health Funding in Academic Otology.

Bibliometrics, such as the Hirsch index (h-index) and the more recently developed relative citation ratio (RCR), are utilized to evaluate research productivity. Our study evaluates demographics, research productivity, and National Institutes of Health (NIH) funding in academic otology. Academic otologists were identified, and their demographics were collected using institutional faculty profiles (N = 265). Funding data were obtained using the NIH Research Portfolio Online Reporting Tools Expenditures and Reports Database. The h-index was calculated using Scopus and mean (m-RCR) and weighted RCR (w-RCR) were calculated using the NIH iCite tool. H-index (aOR 1.18, 95% CI 1.10-1.27, p < 0.001), but not m-RCR (aOR 1.50, 95% CI 0.97-2.31, p = 0.069) or w-RCR (aOR 1.00, 95% CI 0.99-1.00, p = 0.231), was associated with receiving NIH funding. Men had greater h-index (16 vs. 9, p < 0.001) and w-RCR (51.8 vs. 23.0, p < 0.001), but not m-RCR (1.3 vs. 1.3, p = 0.269) than women. Higher academic rank was associated with greater h-index and w-RCR (p < 0.001). Among assistant professors, men had greater h-index than women (9.0 vs. 8.0, p = 0.025). At career duration 11-20 years, men had greater h-index (14.0 vs. 8.0, p = 0.009) and w-RCR (52.7 vs. 25.8, p = 0.022) than women. The h-index has a strong relationship with NIH funding in academic otology. Similar h-index, m-RCR, and w-RCR between men and women across most academic ranks and career durations suggests production of similarly impactful research. The m-RCR may correct some deficiencies of time-dependent bibliometrics and its consideration in academic promotion and research funding allocation may promote representation of women in otology. N/A Laryngoscope, 134:3786-3794, 2024.

The Status of Students, Faculty, and Leadership Diversities in US Pharmacy Schools/Colleges

ObjectiveThe purpose of this research is to address knowledge gaps on diversity in the United States (US) population, pharmacy students, faculty, and school/college leadership. MethodThe population data were collected from the US Census Bureau. The pharmacy student and faculty data were collected from the American Association of Colleges of Pharmacy enrollment and faculty profiles to compute Diversity Indices (DIs). To delve further into observed DI values, different ratios were calculated by dividing the total number of people in a racial/ethnic group of a particular category (eg, students) by the total number of people in the same racial/ethnic group in a different category (eg, faculty). Two factors (ratios among racial groups and changes in ratios over time) ANOVA without replication was conducted using Excel. ResultsThe students are the most diverse category (average DI = 69%), followed by the US population (average DI = 58%), faculty diversity (average DI = 54%), assistant/associate dean (average DI = 42%) and dean (average DI = 31%). The ratio analyses among student, faculty, and leadership categories reveal a disproportionately high representation of White individuals in faculty and leadership roles when compared to other racial groups, resulting in low DI values in these categories. ConclusionA significant ratio difference was found among various racial groups each year. However, there was no significant change observed in ratios over time. The academic community must develop hiring practices that increase the DI values among faculty and leadership categories to reduce the gap and promote student success.

Academic Career Development among State Universities and Colleges (SUCs) in Samar

The study sought to answer the extent of implementation of the career development program and the significant relationship between the faculty profiles and the career development programs and processes. The study also wanted to know the challenges and strategies of career development by using a mixed-method research design and randomly picking 125 faculty respondents from different State Universities and Colleges on Samar Island. It was revealed that the lowest career development program extent of implementation was career development counseling and career development coaching and mentoring which both indicated “Moderately Implemented”. It was also shown in the study that there is a significant correlation between career advancement educational background, academic rank, and the number of published research of the faculty. There is also a significant relationship between career development training to international, national, and local training provided and attended. The career development support process has also a significant relationship with the training of faculty internationally and lastly, career development counseling is significantly related to the number of published research. Thematic analysis was also used for providing career development challenges and strategies and it was discovered that the faculty were challenged with three reasons as follows: (1) there are many tasks in Publishing Research; (2) Financial struggle in finishing a Doctorate Degree; and (3) Time constraints because of designation. Subsequently, the career development strategies also revealed the following: (1) Faculty must finish a doctorate to meet the educational requirement; (2) Conduct and publish research to maximize higher possible points; and (3) Study the guidelines of NBC 461 to achieve higher academic rank. Faculty facing challenges in career development makes them initiate self-development in keeping up points in consonance with the NBC provisions and policies, some are still in adjustment to have a culture of research, challenged by finances both education and personal, a problem of which balancing is tough. Encouraging SUC to help faculty career growth and develop a model that effectively does both individual and institutional support. With the results from the research conducted, quantitative and qualitative approaches, and recommendations the researcher generated a model of academic career development which is called “Refuncion’s Academic Career Development Model.”

Emotional Intelligence Strengthens the Competency Profile of Strategic Faculty

Emotional Intelligence Strengthens the Competency Profile of Strategic Faculty

Prevalence of Risk Factors for Hypertension Among Faculty at an Urban University in Uganda.

Hypertension is a major contributor to morbidity and mortality worldwide. Many people however are not aware of their possession of risk factors for hypertension. There is a paucity of literature in Uganda describing the risk profile of faculty at public universities. The purpose of this study was to determine the prevalence of hypertension risk factors among university teaching staff. This study was conducted among faculty at Makerere University in Uganda. The modified World Health Organization STEP-wise approach for non-communicable disease surveillance was used in data collection. Hypertension was defined as having a systolic blood pressure of ≥140mmHg and/or a diastolic blood pressure of ≥90mmHg, or being on antihypertensive medications. Participants were enrolled from the faculty lists by proportionate to size systematic sampling until the sample size for each college was obtained. Data was collected from January to March 2018. Multivariate logistic regression was used to determine factors associated with hypertension. A total of 141 participants were recruited into the study. The prevalent risk factors for hypertension include physical inactivity (78.7%), overweight (46.8%), obesity (20.6%), addition of extra salt to food (46.8%), current alcohol consumption (33.3%), history of smoking (10.6%), inadequate fruit and vegetable servings per day (100%), family history of hypertension (40.4%) and a family history of diabetes (22.7%). Hypertension was prevalent at 26.2% (95% CI 18.94-33.46%). The risk factors significantly associated with hypertension included a family history of hypertension (p=0.009), obesity (p=0.008) and male gender (p = 0.029). The prevalence of known hypertension risk factors among university teaching staff in urban Uganda is high. Majority of these risk factors are modifiable highlighting the need for continuous screening as well as introduction of prevention and health promotion strategies to reduce the risk burden.

Innovation of Talent Training Mode of Higher Vocational Education in the Information Age with Industry-Teaching Integration

Abstract The optimization of talent training structures and the promotion of scientific and technical accomplishments transformation may be achieved via the merger of industry and education with higher vocational education, particularly in the information technology era. This paper uses the fuzzy intuition stacked analysis method to compute the weights of the industry-education integration evaluation indexes and the binary semantics-based comprehensive evaluation method to convert the voice evaluation of experts into binary semantic information. According to the study’s findings, there will be 1,594 faculty members overall in 2021—114 more than there were in 2016. In 2021, there will be 1,012 full-time faculty members, representing 63.32% of the overall faculty members. Of the full-time professors on campus, 65.86% of them held a master’s degree in 2016. This represents the percentage of faculty degrees. 72.14% of all full-time professors on campus obtained their master’s degree in 2020, which is equivalent to 720 full-time faculty members. Furthermore, there is a general downward tendency in Institution B’s title faculty profiles from 2016 to 2020. Senior positions will be earned by 315 full-time faculty members, which is 31.56% of the total number of full-time professors on campus in 2020. In 2016 and 2020, the percentage of mid-level degrees was 48.38% and 45.19%, respectively. Assessing the degree of development of industry-taught integration can help modernize the governance structure and diversify the core integration. These developments will help enhance higher vocational education, enhance the development plan, and advance talent cultivation reform.