Faculty Views Research Articles

Social Justice and Indoctrination: Views of Faculty Accused of Bias

ABSTRACTThis study explores the discourse surrounding ideological bias in American higher education, particularly focusing on perceptions of bias against conservative viewpoints as documented by Professor Watchlist. Through interviews with individuals included on the watchlist, this research investigates the existence and nature of political bias on college campuses. The findings reveal a nuanced understanding among respondents, with many disputing the notion of systemic bias against conservative students, while also acknowledging potential bias against conservative ideas. The study highlights the complexities between academic freedom, ideological diversity, and perceptions of bias. The results contribute to ongoing debates about the role of political ideology in academia and its implications for classroom dynamics.

Patterns and Pathways: Teachers’ Perceptions, Readiness, Support, and Barriers to Internationalization in Higher Education

In higher education, internationalization is essential because it exposes students to a globalized environment; however, teachers must be sufficiently prepared for this challenge to internationalize. Many studies emphasize the significance of faculty views on and institutional support in relation to institutionalization; however, there is a knowledge gap regarding how perceptions, support, and barriers interact with teachers’ readiness for and obstacles to internationalization, particularly in the Philippine setting. To fill this gap, this descriptive-correlational study used random sampling to examine 200 higher education teachers’ views on and readiness for institutionalization, the institutional support available, and barriers to institutionalization at state universities and colleges in Central Visayas, Philippines. Online surveys were used to collect data, which were then subjected to regression and descriptive analysis. Findings reveal that teachers have positive perceptions, receive ample support, and encounter barriers to internationalization. Based on their attitudes, beliefs, and pedagogical strategies, they were ready to engage in internationalization activities, they were well prepared in terms of professional development, cultural competence, and language proficiency, but only moderately ready to engage in internationalization, because of limited prior experience. Their institutions supported them through dedicated offices responsible for coordinating international efforts; however, they were also challenged by their institutions’ lack of financial resources and limited access to global networks and partnerships. According to the study findings, improving teachers’ preparedness necessitates building institutional support, promoting positive attitudes, and systematically removing obstacles. It is advised that institutional policies are strengthened. Research is required to fully understand these dynamics in various educational situations.

Diverging approaches to converging policy: Faculty views and narratives of internationalisation of doctoral programmes of education

Diverging approaches to converging policy: Faculty views and narratives of internationalisation of doctoral programmes of education

Perceptions of the Leadership Through Scholarship Fellowship Graduates: An Exploratory Qualitative Study of Leadership.

Despite increasing numbers of faculty identifying as underrepresented in medicine (URiM) over the last few decades, URiM representation in academic medicine leadership has changed little. The Society of Teachers of Family Medicine funded the Leadership Through Scholarship Fellowship (LTSF) to target this population and provide a framework for scholarly success. Based on responses to open-ended questions from a leadership survey, we characterize how early-career URiM family medicine faculty view leadership and assess attitudes and perceptions of leadership development. A survey, developed by survey experts from multiple institutions and consisting of multiple-choice and open-ended questions, was sent to the first two cohorts after the LTSF program. All LTSF participants identified as URiM and as early-career (5 years or less since fellowship or residency) family medicine faculty. Fellowship faculty collected anonymous survey responses through Qualtrics (Qualtrics, LLC). We conducted thematic analysis with emergent and iterative coding by two experienced qualitative researchers. All of the fellows surveyed (N=19) completed the survey. The qualitative researchers identified the following themes: leadership development (with subthemes of collaborative scholarship and request for mentoring), and barriers to leadership and scholarship (with subthemes of lack of time, lack of support, and diminished opportunities for advancement). These themes represent lessons learned from URiM faculty participating in a single faculty development fellowship. Collaborative scholarship, both as an early-career faculty need and a leadership responsibility, is a new contribution to the existing literature. While identified by URiM family medicine faculty, these themes are likely familiar to early-career faculty across all medical specialties and faculty identities. These lessons can guide senior academic leaders in preparing early-career faculty for leadership in academic medicine.

University Administrators, Leadership, and Faculty Views on the Internationalization of Curriculum (A Perspective Through Decolonial Lenses From the Global South)

Using a qualitative single case study approach this paper explores the views of academics which ultimately impact their actions to implement international curriculum within one institutional context in South Africa. The results show that a tailored IoC at an institution situated at the peripheries of the Western world is a policy that advances diversity of thought, decolonization of curriculum content, and appreciation of indigenous cultures and languages. The theory that emerged in this study underscores that IoC is a bottom-up customized policy as it applies to the needs of the students to become wider thinkers and professionally integrated in the intercontinental and global job markets. Further recommendations for future theory and practice suggest IoC as an educational approach that accounts for the geographic positionality of the institution, and all aspects of diversity, rather than for a collective institutional identity.

Enhancing Faculty Satisfaction and Performance in Higher Education: The Transformative Role of HR and Technology Integration

Abstract This study investigates the role of Human Resources (HR) strategies and technology integration in enhancing faculty satisfaction and performance at Kuwait's private higher education institutions (HEIs) amidst perceived institutional challenges. It investigates three key factors: technology use in performance evaluation, human resources' role in adapting to global educational shifts, and faculty views on institutional challenges. By surveying 60 faculty members and employing statistical techniques to investigate the relationships between these variables and faculty satisfaction, significant correlations were found between faculty satisfaction, technology integration, and HR's strategic initiatives. Statistical analysis revealed no significant impact of perceived institutional challenges on faculty satisfaction; this unexpected result suggests that faculty satisfaction within the examined HEIs may be more directly influenced by proactive technology and HR strategies than by the challenges these institutions face. Ultimately, the research proposes a new paradigm for HR in the educational sector, emphasizing the necessity of a dynamic and strategic HR function to achieve sustainable excellence and create an environment where faculty members feel valued, supported, and motivated. This approach is essential for navigating the challenges of a VUCA (Volatile, Uncertain, Complex, Ambiguous) world, suggesting further research to investigate additional factors influencing faculty satisfaction and to refine the proposed model.

Students’ Assignments and Research Papers Generated by AI: Arab Instructors’ Views

This study explores Arab university faculty’s views on fully AI-generated assignments and research papers submitted by students, what reasons they give for their stance and how they react in this case. Surveys with a sample of 45 Arab instructors revealed that 98% do not accept AI-generated assignments and research papers from students at all. They gave numerous reasons for their position. If students submit AI-generated assignments or research papers, they would ask them to re-write them. The study recommends raising students’ awareness of university policies regarding AI-generated content and introducing faculty and students to AI plagiarism detection tools. Faculty views and recommendations are reported in detail.

Radiation Oncology Resident Education: Is Change Needed?

Leading successful change efforts first requires assessment of the "before change" environment and culture. At our institution, the radiation oncology (RO) residents follow a longitudinal didactic learning program consisting of weekly 1-h lectures, case conferences, and journal clubs. The resident didactic education series format has not changed since its inception over 10years ago. We evaluated the perceptions of current residents and faculty about the effectiveness of the curriculum in its present form. Two parallel surveys were designed, one each for residents and attendings, to assess current attitudes regarding the effectiveness and need for change in the RO residency curriculum, specifically the traditional didactic lectures, the journal club sessions, and the case conferences. We also investigated perceived levels of engagement among residents and faculty, whether self-assessments would be useful to increase material retention, and how often the content of didactic lectures is updated. Surveys were distributed individually to each resident (N = 10) and attending (N = 24) either in-person or via Zoom. Following completion of the survey, respondents were informally interviewed about their perspectives on the curriculum's strengths and weaknesses. Compared to 46% of attendings, 80% of RO residents believed that the curriculum should be changed. Twenty percent of residents felt that the traditional didactic lectures were effective in preparing them to manage patients in the clinic, compared to 74% of attendings. Similarly, 10% of residents felt that the journal club sessions were effective vs. 42% of attendings. Finally, 40% of residents felt that the case conferences were effective vs. 67% of attendings. Overall, most respondents (56%) favored change in the curriculum. Our results suggest that the perceptions of the residents did not align with those of the attending physicians with respect to the effectiveness of the curriculum and the need for change. The discrepancies between resident and faculty views highlight the importance of a dedicated change management effort to mitigate this gap. Based on this project, we plan to propose recommended changes in structure to the residency program directors. Main changes would be to increase the interactive nature of the course material, incorporate more ways to increase faculty engagement, and consider self-assessment questions to promote retention. Once we get approval from the residency program leadership, we will follow Kotter's "Eight steps to transforming your organization" to ensure the highest potential for faculty to accept the expectations of a new curriculum.

Curriculum mapping for AACN Essentials 2021 Adoption: Experiences of a faculty domain team in evolving understanding of person-centered care

The American Association of Colleges of Nursing (AACN) periodically updates its Essentials guidelines to evolve nursing curriculum to meet global healthcare demands. The AACN 2021 Essentials outline core competencies that address diverse patient needs and promote safe and effective nursing care. Curriculum mapping is used to align nursing programs with the AACN Essentials. The purpose of this qualitative focus group was to engage faculty in identifying and describing the competencies and sub-competencies of AACN 2021 Essentials Domain Two, Person-Centered Care (PCC), through the application of an interactive activity within a domain team. The interactive activity involved faculty members reflecting on their perspectives by writing down their interpretation of PCC on flower petals. These petals were arranged onto a unified flower display representing the department's view on Person-Centered Care. This exploration occurred during a one-day curriculum mapping at Kennesaw State University Wellstar School of Nursing in North-Central Georgia. Data was obtained using the flower petal activity with a sample size of 24. A thematic analysis revealed that (n = 13) of faculty responded with an action term, 33% (n = 8) of faculty responded with an attitude term, and 13% (n = 3) of faculty responded with both action and attitude terms when describing their perception of the PCC domain. The results indicated that most faculty view the PCC domain in terms of attitudes more than demonstrable action. These findings may be used to encourage faculty to incorporate more attitude-based learning strategies into their courses while adopting the AACN 2021 Essentials.

Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta

Peer Observation of Teaching (POT) is one of the areas which is steadily gaining importance in higher education. Nevertheless, it is generally shrouded with uncertainty, doubt, and a lack of procedural understanding, especially in the context of small states where the number of teachers is limited. This study explores faculty perceptions of Peer Observation of Teaching (POT) in a micro higher education institution in Malta. The findings reveal that factors such as smallness, the ‘already known factor’, guardedness, personalism, and fear of being judged shape how faculty view POT. The research advocates shifting from evaluative to developmental or peer-to-peer models of POT to suit the cultural intricacies of small states. It stresses the importance of transparent policies to foster trust and accountability and recommends enhancing relational and dialogic approaches to foster collegiality and offering Higher Education teaching training. These insights transcend small island states and are applicable to various educational settings, offering valuable lessons for teaching and quality assurance globally.

Faculty Opinions of AI Tools: Text Generators and Machine Translators

Artificial Intelligence (AI) tools recently became a prominent concern in higher education classrooms. Many teachers have implemented the technology into their assignments, while others are strictly against this technology’s use for assignments. Either way, students have found ways to use it in their academic careers. Though research on the power of AI in the workplace exists, research is lacking in its appropriate use in higher education. Universities need to define AI’s role on campus and establish guidelines on how these tools may or may not be used and how faculty can recognize misuse, specifically related to academic integrity. This study aimed to determine how faculty view AI as a part of undergraduate literature, language, and linguistics programs. From the interview study, common themes emerged, including implementation, academic integrity, the human aspect of linguistics, and the future of AI writing tools. Interviewed faculty also stated that those in higher education must tread carefully through this strong intersection between technology and the arts to use AI responsibly, strategically, and ethically. KEYWORDS: Artificial Intelligence (AI); Artificial General Intelligence (AGI); Linguistics; Higher Education; ChatGPT; Machine Translation; Academic Integrity; Ethics

Challenges for Successful Transfer From Community to Bachelor’s Colleges: Views of Staff and Faculty With Transfer Responsibilities

Staff and faculty have influential roles in the success of students transferring from associate’s- to bachelor’s-degree programs (vertical transfer students). Our survey compared the reported views on transfer of 607 staff and faculty with transfer responsibilities in associate’s or bachelor’s programs at 19 City University of New York colleges. The findings included: (1) Staff reported feeling more confident in their responsibilities than did faculty. (2) Participants working with associate’s-degree students were more likely to report their colleges had sufficient transfer-service resources. (3) Associate’s-degree faculty were the least likely participant group to respond that the biggest barrier to the transfer process was GPA decline (transfer shock), and the most likely that it was credit transfer, whereas for bachelor’s-degree faculty, it was the reverse. These findings can inform policy and practice. For example, to work together towards a common goal of transfer student success and higher education equity, faculty may need more support in performing transfer-related duties and bridging their differing views across college sectors.

Exploring the live experiences of the nursing faculty, working in public sector institutions of Punjab regarding educational transformation from diploma to degree programme.

The objective of the study was to explore the faculty's views regarding nursing education transformation from diploma to degree programme. Phenomenological descriptive qualitative approach was adopted to explore the experiences of 10 nursing faculty members who were teaching for more than two years in two public sector nursing colleges (inclusion criteria) in Punjab-College of Nursing, Jinnah Hospital Lahore, and College of Nursing, Nishtar Hospital, Multan-from 2021 to 2022. Data was collected by in-depth interviews of the 10 participants. It was tape recorded, transcribed, and analysed by using Braun and Clarke`s thematic analysis technique. Seven themes were derived, in which good transition, change in instructional methodology, several strengths of degree programme, higher authorities' ignorance, lack of resources, resources can be managed at government level as well as institutional level, positive impact, improved skills in all dimensions were the main elements. This transition is facing challenges, and authorities need to pay proper attention, while policy formation for smooth implementation is needed.

Impact of Anti-Discrimination Laws on University Campuses: Student and Faculty Views

The implementation of anti-discrimination laws on university campuses is crucial for fostering an inclusive academic environment. However, the effectiveness and impact of these laws are often debated. This study aimed to explore the perceptions of students and faculty regarding the influence of anti-discrimination laws on university culture and individual experiences, aiming to understand how these laws shape the campus climate and interpersonal relationships. This qualitative study utilized semi-structured interviews with a total of 22 participants, comprising 12 students and 10 faculty members from a university. The interviews were designed to achieve theoretical saturation and were transcribed and analyzed using NVivo software to identify recurring themes and patterns under two primary themes: "Students' View" and "Faculty View." The analysis revealed several key categories under each main theme. For students, the categories included Awareness and Understanding, Experiences of Discrimination, Campus Climate, Impact on Social Relations, Administrative Support, and Legal Literacy. Faculty categories encompassed Perception of Laws, Teaching and Curriculum Impact, Professional Responsibilities, and Research Implications. Each category provided insights into the complex interactions between policy implementation and campus experiences, highlighting both successes and areas needing enhancement. The study concludes that while anti-discrimination laws have facilitated some positive changes in campus culture, significant challenges remain in fully realizing their potential. The effectiveness of these laws is intricately linked to the administration's proactive engagement and the community's overall commitment to fostering an inclusive environment. Recommendations are made for universities to enhance policy transparency, increase legal literacy, and improve administrative responsiveness to discrimination reports.

How to choose a design thinking method for teaching the design of localization: A two-dimension linguistic fuzzy model with two-tuples.

There are many different types of scientific design thinking methods, but it is necessary to evaluate the applicability of the methods to the components of the design teaching curriculum in universities. Therefore, this study assesses the applicability of design thinking in terms of "design practice" and "locality" based on the local design education philosophy and the characteristics of the students and courses. A two-dimensional linguistic fuzzy model with two-tuples was proposed, and the assessment values of 36 experts were statistically analysed using the Delphi, triangular fuzzy number, Euclidean distance, two-dimension linguistic label (2DLL), and two-dimensional linguistic weighted arithmetic aggregation (2DLWAA) methods. The results highlighted the 12 categories of design thinking methods that are most applicable to teaching and learning, indicating the basic views of university design faculty on the application of design thinking methods. Finally, the new design teaching methods have been validated and constructed through years of teaching practice, and have some reference value for teaching design courses in universities.

Teaching Homeopathy in U.S. Pharmacy Schools.

Objectives: Pharmacists often advise patients on the use of over-the counter (OTC) medications. A class of medications that is growing in popularity is homeopathic products. Little is known about student pharmacist education about homeopathy. The objectives of this study were to: 1) describe homeopathic topics being taught in pharmacy schools and 2) evaluate faculty views about pharmacists' roles in counseling patients about homeopathic products. Method: An explanatory sequential mixed methods approach was used. Online surveys were distributed to 3,300 pharmacy practice faculty members representing all schools accredited in the US. Frequencies were calculated to describe faculty characteristics and their responses. Moreover, 18 interviews of faculty involved with teaching homeopathy were conducted to learn about homeopathy teaching and expectations about roles of pharmacists in counseling patients. Results: Survey data were collected from 365 respondents. Over half (84 of 137) of the responding pharmacy schools reported teaching homeopathy to pharmacy students. In addition, the responses from most of the interviewed faculty were summarized into two themes which emphasized that pharmacists should be knowledgeable and able to counsel patients effectively to ensure they benefit from taking homeopathic products. Conclusion: Over half of US pharmacy schools are teaching students about homeopathy topics. Further, there was support for pharmacists being able to counsel effectively about homeopathic products.

Preparedness and perspectives on the competency-based medical education among faculties of a government medical college in Assam

Abstract: INTRODUCTION: Medical education in a global context as well as in India has evolved over a period of time. Adaption of competency-based medical education (CBME) through adequate faculty training and stakeholder participation can bring about vast changes in the ways of teaching and learning medical science. To gain more insight into the preparedness and perspectives of the faculties regarding the newly introduced CBME in a government medical college which is also an NMC Regional Centre, this study has been conducted. METHODOLOGY: Faculties of Jorhat Medical College, Assam who gave consent to participate were taken up for the study. A questionnaire was prepared and circulated among the eligible faculties. Faculties who were unable to submit even after three visits were excluded from the study. The total duration of data collection was 2 months. A total of 87 responses had been documented. RESULTS: 32.43% of the interviewed faculties had UG teaching experience of < 5 years, 67.56% more than 5 years, and 17.24% more than 20 years. 71.26% of the faculties have been trained in revised basic course workshops and 62.06% of the curriculum implementation support program. 62.06% of faculty members were able to both understand the concept and implement the CBME. Most of the faculties (65.51%) are of the opinion that having a separate logbook although highly feasible, it will be lowly acceptable. 80.45% of the faculties are of the opinion that early clinical exposure in Phase I will make the basic science curriculum more relevant. 66.67% of faculty views that around 1–3 years will be required for proper implementation of CBME. CONCLUSIONS: The majority of the faculty members in the study were prepared to take on the challenge of execution of CBME. They also had a positive perception of the change of the curriculum and the facelift given to it.

Effects of Flexible Learning Training on Teachers’ Self-Efficacy and Technology Integration: Basis for Strategic Flexible Learning Action Plan

The flexible learning system has been fully implemented in Higher Education Institutions as a response to the global pandemic situation. To adapt to this system, several professional development programs related to enhancing teachers’ digital knowledge and skills were offered to facilitate online education. In this study, a five-week Train-the-Trainer Flexible Learning Program was conducted among college instructors to capacitate them in implementing online courses. A mixed-method research design was used to examine the effects of the training on the instructors’ self-efficacy and technology integration in their teaching practices. The beliefs and views of faculty on cognitive and social presence, academic integrity, and effective flexible learning were also determined. The instructors showed an increase in their level of confidence in implementing flexible online learning concerning communication, instruction, student engagement, assessment, and academic integrity after the training. It was also found that the instructors had an augmentation level. This implies the direct substitution of learning materials from print to digital format with the incorporation of some interactive digital applications and resources. With the results, there is still a need to provide technical support to upgrade and upskill the instructors in designing and implementing their flexible learning courses. Keywords: Online Learning, Teachers’ Professional Development, Self-Efficacy, Technology Integration, Training Evaluation

Assessing the Efficacy of e-learning Resources in Facilitating Course Teaching in Cuddalore District of Tamil Nadu, India

Technology is transforming education with new teaching and learning approaches. Online platforms, digital papers, and other resources have transformed education. This study examines B.Ed faculty members' views on using e-learning tools for the two-credit course 'Understanding Disciplines and School Subjects' to fill a gap in the literature. Objective: This study examines B.Ed faculty views on e-learning tools in 'Understanding Disciplines and School Subjects.' The purpose is to get opinions on technology in education. The study has many implications. Technology has a significant impact on schooling. The report highlights how online platforms and digital resources have transformed education delivery and reception. Addressing a Research Gap: This study addresses a literature gap. There appears to be little literature or study on incorporating e-learning technologies into the B.Ed curriculum, precisely the specified course. Academics Perspective: B.Ed academics who train teachers provide vital insights in this study. Perspectives can impact future teachers' adaptation to changing education. Study Sample: The researchers sampled 42 B.Ed. instructors from Tamil Nadu Teachers Education University in Cuddalore in 2023. The study used purposive sampling. Research Design: This qualitative study used surveys to obtain data. Open-ended questions were analysed using content analysis. Faculty members' e-learning positive and negative responses were evenly split. Four proposals were presented to improve e-learning resource generation.

A14Does everyone see it the same? An evaluation of the alignment of perceived benefits of virtual simulation between undergraduate pharmacy students, faculty and stakeholders

In the aftermath of the COVID-19 pandemic, where access to traditional simulation environments and experiences was necessarily restricted, increasing focus has been placed on the use of technology in simulation. The use of virtual patient simulations has been shown in literature to increase interest as well as provide opportunities to practice clinical reasoning [1]. Opportunities to develop clinical reasoning are of notable importance in undergraduate pharmacy education currently owing to ongoing changes in pharmacy education, where newly qualified pharmacists will be annotated as independent prescribers from 2026 [2]. Evidence on the extent to which views on the perceived uses and benefits of virtual simulation align between different user groups is limited. In a UK university, a programme of virtual simulation has been utilized since 2020 as a part of the undergraduate pharmacy curriculum. A mixed-methods study was run which aimed to evaluate the alignment of views of students, faculty and stakeholders (who were individuals involved in the design or implementation of virtual simulation products) on the potential uses, intended learning outcomes, and perceived benefits and weaknesses of virtual simulation. Following approval by the school research ethics committee, an electronic questionnaire was sent to final-year undergraduate pharmacy students who had experienced a programme of virtual simulation including a mixture of qualitative and quantitative questions relating to student perceptions of the use of virtual simulation in the curriculum. Semi-structured interviews were conducted with faculty members and stakeholders exploring their views on virtual simulation. Quantitative data were analysed by simple descriptive statistics, and a critical review of free-text responses was performed through grounded theory to identify emergent key themes. A total of 25 responses to student questionnaires were received. A total of seven interviews were performed, including three members of academic staff familiar with virtual simulation and four stakeholders responsible for the design or implementation of virtual simulation products. Students most commonly believed that virtual simulation could benefit their development of consultation skills, clinical history taking and physical assessment. Significant alignment between the perceptions of stakeholders and students on the uses and benefits of virtual simulation was demonstrated, but faculty members articulated a more limited list of perceived uses and benefits. The views of final-year undergraduate pharmacy students aligned strongly with stakeholders involved in the design or implementation of virtual simulation. The more limited views of faculty may represent a barrier to the full implementation of virtual simulation. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.