Faculty Well-being Research Articles

Barriers and Facilitators to the Success of Black Academic Physicians.

Despite efforts to recruit and retain Black physicians, Black individuals continue to be underrepresented in medicine in the USA. Although numerous studies have investigated the experiences of academic physicians from racial/ethnic backgrounds underrepresented in medicine, the experience of Black academic physicians, who may face additional unique challenges, remains underinvestigated. Using a qualitative research design, we investigate barriers to and facilitators of success and well-being of Black faculty at one academic medical center through interviews of 30 Black faculty members. Overall, ten themes emerged as barriers or facilitators to faculty success and well-being. Significant barriers include continued lack of representation; devaluing of research in community health and health disparities, as well as other diversity-related activities; and both overt and implicit discrimination, which contribute to feelings of isolation and disrespect. Facilitators include having a community to maintain sense of belonging, financial support for health disparities and diversity-related contributions, and collaboration with peers. Good mentorship and sponsorship as well as an institutional culture that supports inclusion can play significant roles as facilitators, whereas the lack of these factors can present substantial barriers. Institutional policies and external socio-political factors have a major influence on both the barriers and facilitators to the success and well-being of Black faculty. Our study has put a clearer focus on barriers that are unique to or more pronounced among Black faculty and the facilitators that may serve to mitigate these barriers. These findings can inform the design of interventions to recruit and retain Black faculty in medicine.

Biophilic Design in Campus Planning – A Critical Review

Biophilic design, an innovative approach that integrates nature into built environments, has garnered significant attention in campus planning as a means to enhance the well-being of students, faculty, and staff. This design philosophy emphasizes the inherent human connection to nature, promoting psychological and physiological benefits through the incorporation of natural elements in educational settings. This paper explores the principles of biophilic design and its application in campus planning, highlighting its potential to improve academic performance, foster community engagement, and increase overall satisfaction within educational institutions. Case studies from various campuses demonstrate successful implementations of biophilic strategies, such as green roofs, natural lighting, and outdoor learning spaces. The findings suggest that biophilic design not only enhances the aesthetic appeal of campuses but also contributes to sustainability goals, making it a vital consideration for future educational developments. Ultimately, this research underscores the importance of designing educational environments that nurture both the mind and the body, advocating for a holistic approach to campus planning that prioritizes connectivity to nature.

Nurturing the Faculty: Training for Excellence and Growth

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

Resilience and Adversities: The Case of HEI Faculty and Students

The goal of this study was to look into the Higher Education Institution’s (HEI) faculty and students’ resilience and adversity amidst challenges in life. A descriptive correlational research design was employed in this study, with data drawn from the faculty respondents having a normal level of resilience while the students have low resilience in facing adversities. Furthermore, there was no significant relationship between gender, age, and marital status with the resilience level of the faculty. However, there is a negative correlation with gender and marital status to the level of students’ resilience. Thus, it is recommended to have interventions on some factors such as promoting the well-being of the graduate faculty and students, internet connectivity problems, and Information and Communications Technology (ICT) literacy in using the new learning modality.

Physician Leadership Behaviors and Strategies: Insights to Integrate and Prioritize Faculty Well-being

Physician Leadership Behaviors and Strategies: Insights to Integrate and Prioritize Faculty Well-being

Prioritizing Faculty Well-Being: Why it Matters, What Schools Can Do, and a Call for Action

Previous studies have identified high rates of burnout among healthcare workers and health professions faculty. Despite interventions being showcased at national meetings in both posters and platform presentations, there is minimal peer-reviewed published research focusing on professional well-being interventions and their assessments specific to pharmacy faculty. This commentary serves as a call to action to design and publish research related to work-system interventions to decrease burnout and promote professional well-being among all academic pharmacy faculty, and particularly subgroups who may be most at risk, such as women and assistant-level faculty. Leaders across colleges of pharmacy may consider implementing strategies suggested in the AACP Creating a Culture of Wellbeing guide.

Crisis of Meaning: Compassion and Community Engaged Learning

This research paper explores the relationship between compassion, meaning-making, and curricular community engaged learning (CEL) in a university setting. We contend that CEL, as a key form of community-focused experiential learning (EL), can play an important role in helping address the well-being of students, faculty, and staff by providing opportunities to engage in what they consider to be meaningful activities. Our critical examination of this relationship draws on primary research conducted in Winter and Spring 2022 with members of a large Canadian university and its affiliated colleges. This mixed-methods research includes a Qualtrics-based survey with over 2,500 respondents, combined with a series of interdisciplinary, online focus group discussions with faculty, staff, and students. Our findings reveal that many participants have experienced a “crisis of meaning” in their academic and work lives. They thus seek avenues to engage in meaningful, creative, compassionate, and community-focused activities that provide them with opportunities to foster their overall well-being. Participants emphasized the heightened importance of such endeavours after the COVID-19 pandemic as they pursue deeper connections with others and a stronger sense of purpose beyond utilitarian academic or employment performance.

Are profiles of job insecurity associated with health-related indicators among faculty in Swedish academia?

Job insecurity is a work stressor associated with various health-related impairments. As concerns about the ubiquity of job insecurity in academia have become increasingly prominent, the potential implications of job insecurity for the health and well-being of faculty require attention. Specifically, these implications may vary between groups within academia, yet little is known about such variations, particularly with respect to different indicators of health and well-being. This study aims to identify and examine profiles of job insecurity (including quantitative and qualitative dimensions) in relation to exhaustion, depressive symptoms, well-being, and work-family conflict among faculty in Sweden. Self-reports in questionnaires were collected in 2021 from a representative sample of faculty, with a doctoral degree, working in Swedish public higher education institutions (N = 2,729 respondents; 48% women; average age: 50 years; 82% born in Sweden). Latent profile analysis was conducted to identify profiles of job insecurity, followed by statistical comparisons on demographic covariates and health-related indicators across profiles. The latent profile analysis revealed five job insecurity profiles: the moderately insecure (n = 215), the secure (n = 1777), the secure; quality-concerned (n = 406), the insecure; employment-concerned (n = 177), and the insecure (n = 154). Twelve percent of the sample was identified as vulnerable, particularly the insecure profile, where these individuals may be most at a risk for exhaustion disorder and depression. Among faculty in Sweden, quantitative and qualitative dimensions of job insecurity appear to be closely connected, with the qualitative dimension seemingly more informative for health-related indicators.

Perceptions of Diversity, Equity, Inclusion, and Anti-Racism Among Pharmacy Faculty by Racial and Ethnic Identity

ObjectiveTo compare perceptions of underrepresented minorities (URM), non-URM people of color (POC), and nonminoritized pharmacy faculty in academia in relation to workplace diversity, equity, inclusion, and anti-racism (DEIA) landscape in the United States. MethodsThis study utilized the DEIA Faculty Perceptions of College Climate (FPCC) scale, which was developed and validated by the authors. The FPCC scale was used to investigate perceptions of pharmacy faculty from the American Association of Colleges of Pharmacy membership directory regarding DEIA within their respective academic pharmacy institutions. Demographic differences were examined using a Pearson chi-square test, while response disparities in FPCC questions were analyzed with a one-way ANOVA. ResultsA total of 846 respondents met the inclusion criteria for the study and were included in the analysis. Results indicate disparities in perceptions within all 4 DEIA domains of the FPCC survey among the 3 demographic groups. ConclusionThis study uncovers significant differences in how pharmacy faculty perceive DEIA within pharmacy education, with nonminoritized faculty expressing more positive views compared to their URM and non-URM counterparts. These results emphasize the need for focused interventions and institutional support to bridge DEIA disparities, emphasizing the importance of fostering an inclusive academic environment to enhance faculty well-being and empower the pharmacy profession to meet diverse needs more effectively.

Mentoring Online Composition Instruction (ALP/Corequisite Writing) for Faculty and Student Success

This paper expands previous research discussing a former faculty-mentoring program for new and adjunct faculty teaching ALP (Accelerated Learning Program) / corequisite writing at the Community College of Rhode Island (CCRI) which was a boon to student success during the pandemic and aims to provide mentoring tools to new and adjunct faculty teaching online. The sudden shift to online learning brought multiple challenges, still relevant today, including student engagement, student attendance, and successful completion of work; thus, we also emphasize best digital practices that enable a successful online learning environment. A continuous support system / mentoring program that helps with all facets of distance learning is important for the success and well-being of both faculty and students.

Quiet Weeks to Support Academic Medicine Staff and Faculty Well-Being.

Quiet Weeks to Support Academic Medicine Staff and Faculty Well-Being.

Leaders' Perspectives on Approaches and Challenges in Enacting Faculty Vitality in the Contemporary Landscape of Academic Medicine: A Deductive Thematic Analysis.

Continual changes in organizational structures within medical schools have contributed to the expanded scope and the centralization of faculty affairs offices, which support faculty administration and supportive functions. Using qualitative interviews, we investigated the perspectives of academic medicine faculty affairs leaders regarding their offices' priorities in sustaining faculty vitality in the face of current and anticipated challenges. A semi-structured interview protocol based on the researchers' practical knowledge, informed by the study's research inquiries, and pertinent academic literature guided the interviews. Deductive thematic analysis approach was used to identify the patterns and themes across the interviews. Our analysis revealed a central theme: the pivotal nature of the leader's role in strengthening faculty identity. Additionally, three sub-themes emerged concerning the leader's role in nurturing faculty well-being within today's academic medicine context: redefining faculty role, acknowledging and appreciating faculty contributions, and maintaining faculty engagement through a whole-person approach. Faculty affairs leaders describe widening roles with an emerging focus on a whole-person approach valuing the diverse contributions of faculty across the academic mission, supporting professional development, reflecting the individual motivations of faculty, and championing institutional processes that holistically evaluate and recognize faculty contributions.

Predictors of Stress and Burnout Among Pharmacy Faculty in the United States

ObjectiveStress and burnout may impact pharmacy faculty’s well-being, quality of life, and productivity. This research study aimed to assess pharmacy faculty’s overall burnout and stress levels in the United States and identify the characteristics associated with these 2 constructs while controlling for faculty characteristics. MethodsA total of 5245 faculty members were invited to participate in a survey between November 2021 and February 2022. Burnout was assessed using the Oldenburg Burnout Inventory. Stress was assessed using the Perceived Stress Scale. Bivariate analyses were used to identify potential predictors of pharmacy faculty–perceived burnout and stress. The relationships between time allocation across different academic responsibilities and faculty’s perceived burnout and stress were assessed using linear regression analyses. ResultsOut of 5139 delivered invitations, responses were collected from 774 pharmacy faculty members (response rate = 15.1%). Faculty exhibited moderate levels of burnout, with an average score of 40.1 on a scale from 16 to 64. Additionally, they displayed moderate perceived stress levels, with an average score of 18.2 on a scale from 0 to 40. Faculty displayed significantly more burnout and stress if they were unmarried, nontenured, younger, female, had lower academic rank, or worked in pharmacy practice departments. Higher stress and burnout were associated with spending more time on teaching, whereas lower burnout and stress were associated with spending more time on administration. ConclusionThis study found that US pharmacy faculty experience moderate levels of stress and burnout. Some demographic factors and time allocation for teaching and administrative tasks influence these levels.

ChatGPT adoption and its influence on faculty well-being: An empirical research in higher education

AbstractRapid technological advancements of recent decades have fueled, among other aspects, a global boom in the utilization of artificial intelligence (AI) tools across a variety of areas. Higher education, like other domains, has embraced these innovations, with ChatGPT emerging as one of the latest additions. Faculty perception, ability, and willingness to adopt these new tools remain fundamental factors in understanding their proliferation and adoption. However, it’s equally important to strike a balance between reaping the benefits of technology and safeguarding the well-being of faculty members. Against this backdrop, this study assesses the impact of a series of factors on ChatGPT adoption among university faculty members, taking as reference the Technology Acceptance Model (TAM). Additionally, we analyze the impact of ChatGPT adoption on faculty well-being. All hypotheses are tested using covariance-based structural equation modeling (CB-SEM). The findings highlight the positive influence of perceived usefulness, ease of use and enjoyment on ChatGPT adoption. Moreover, ChatGPT adoption seems to boost faculty’ happiness and energy, while diminishing their stress levels. Theoretical and practical implications are discussed in the last section.

“Not even if I worked seven days a week, 24 hours a day”: the health of teachers during the COVID-19 pandemic

In this paper, we contemplate the well-being of higher education faculty during the Covid-19 pandemic, a period marked by the adoption of Emergency Remote Teaching. We conducted a predominantly quantitative study concerning the health of professors in Higher Education Institutions in Brazil. Data were collected through the administration of a questionnaire comprising 52 questions pertaining to the working conditions and health of educators in the second semester of 2021. In addition to the analysis of aspects quantified through the questionnaire on the daily work of teachers, we highlight some of the dissertative answers given by teachers to an open-ended item of the questionnaire. The results suggest a close association between working conditions, the intensification and extension of work hours, and instances of illness. In the conclusions, we highlight the need for a continuous evaluation of the work models that genuinely incorporates educators, valuing their experiences and perceptions. This approach aims to facilitate transformations in the conditions and modes of management and organization of work. Despite the societal significance of technological and digital resources, we assert that ongoing changes are occurring within social and economic contradictions that warrant attention and necessitate proactive resolution.

Pharmacy faculty expectations of and experiences with parental leave: A cross-sectional exploratory study

IntroductionParental leave policies have the potential to adversely impact faculty well-being and retention if not designed and deployed in a beneficial manner. This exploratory study aims to determine the perceptions of and experiences with parental leave for faculty at pharmacy institutions. MethodsAn exploratory, cross-sectional survey was sent to pharmacy school deans to distribute to faculty. The survey obtained demographic information and asked questions pertaining to parental leave experiences and expectations, including workload coverage and the perceived impact on performance evaluations. Comments regarding ideal parental leave were qualitatively summarized. ResultsFifty-five respondents who had taken parental leave completed the survey, and 51 free text responses were received. A large effect size for the association between academic rank and planned timing of leave and a larger than medium effect size for the association with gender identity was identified. ConclusionThe availability, duration, and requirements of parental leave at pharmacy institutions have the potential to negatively impact faculty well-being and retention. This exploratory study provides initial insight into pharmacy faculty's experiences with and expectations of parental leave. Further research is needed to examine this issue on a broader scale and corroborate these findings.

Caring for Ourselves: a Survey of School Psychology Faculty Well-Being and Implications for Recruitment and Retention

Caring for Ourselves: a Survey of School Psychology Faculty Well-Being and Implications for Recruitment and Retention

The Influence of Online Learning Components on Academic Motivation in China Vocational Training Programs: The Mediating Role of Student Engagement

The correlation between management leadership and faculty job satisfaction plays a vital role in determining an organization's performance and the well-being of teachers in the ever-changing field of higher education. This study examines the distinct aspects of management leadership, including vision and strategic orientation, decision-making and problem-solving abilities, coaching and development, and ethical leadership, and their influence on faculty job satisfaction in public universities located in Sichuan province, China. The study utilized a quantitative approach to analyze survey data from faculty members in order to investigate the extent of managerial leadership practices and their impact on faculty job satisfaction. The results demonstrated a significant and positive correlation between management leadership practices and faculty members' satisfaction in their jobs. This emphasizes the crucial role of effective leadership in establishing a work environment that is conducive to productivity and contentment. Important aspects of management leadership, such as having a clear vision and strategic direction, transparent decision-making procedures, helpful coaching and development programs, and ethical behavior, are found to impact faculty's impression of job satisfaction significantly. Administrators prioritizing these qualities are more likely to cultivate a favorable organizational culture, increase faculty involvement, and advance overall institutional success. The study's conclusions pertain to strategic interventions and leadership development programs specifically designed to improve management leadership practices. Public university administrators can cultivate a climate that supports faculty well-being, professional development, and academic performance by investing in leadership training, encouraging open communication, and establishing collaborative decision-making methods. This study adds to the current discussion on effective leadership in higher education and provides practical insights for public university administrators aiming to improve leadership practices and increase faculty job satisfaction in Sichuan province and different parts of the world.

The Impact of Managerial Leadership on Faculty Job Satisfaction in Chinese Public Universities

The correlation between management leadership and faculty job satisfaction plays a vital role in determining an organization's performance and the well-being of teachers in the ever-changing field of higher education. This study examines the distinct aspects of management leadership, including vision and strategic orientation, decision-making and problem-solving abilities, coaching and development, and ethical leadership, and their influence on faculty job satisfaction in public universities located in Sichuan province, China. The study utilized a quantitative approach to analyze survey data from faculty members in order to investigate the extent of managerial leadership practices and their impact on faculty job satisfaction. The results demonstrated a significant and positive correlation between management leadership practices and faculty members' satisfaction in their jobs. This emphasizes the crucial role of effective leadership in establishing a work environment that is conducive to productivity and contentment. Important aspects of management leadership, such as having a clear vision and strategic direction, transparent decision-making procedures, helpful coaching and development programs, and ethical behavior, are found to impact faculty's impression of job satisfaction significantly. Administrators prioritizing these qualities are more likely to cultivate a favorable organizational culture, increase faculty involvement, and advance overall institutional success. The study's conclusions pertain to strategic interventions and leadership development programs specifically designed to improve management leadership practices. Public university administrators can cultivate a climate that supports faculty well-being, professional development, and academic performance by investing in leadership training, encouraging open communication, and establishing collaborative decision-making methods. This study adds to the current discussion on effective leadership in higher education and provides practical insights for public university administrators aiming to improve leadership practices and increase faculty job satisfaction in Sichuan province and different parts of the world.

Challenges of E-Teaching During the Covid-19 Pandemic in Uganda Universities

The COVID-19 pandemic has forced a quick transition to online learning, which has presented teachers with many difficulties when delivering instruction from a distance. In the context of e-teaching, this study investigated the difficulties faced by academic staff members during the COVID-19 pandemic. Semi-structured interviews and focus group discussions were conducted as part of a qualitative research strategy with faculty members with e-teaching experience during the pandemic. The research identified several challenges related to technology, pedagogical adaptation, student engagement, assessment and feedback, workload management, and the effect on faculty members' emotions and psychological health. These difficulties highlighted the requirement for technological competence, pedagogical training, support structures, and resources to improve the experience of e-teaching. Comprehensive faculty development programs, inclusive instructional design, a variety of evaluation techniques, assistance with workload management, and attempts to enhance faculty well-being are among the recommendations. By addressing these issues, educational institutions can manage the difficulties of e-teaching in emergencies and ensure that students receive high-quality instruction in virtual classrooms.