Assessment Of Faculty Performance Research Articles

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

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

Harmonizing Perceptions: Exploring Alignment of Numerical and Textual Evaluation Through Fine-Grained Sentiment Analysis

The assessment of faculty teaching effectiveness plays a pivotal role in shaping educational practices and ensuring academic excellence. While numerical evaluations provide quantifiable measures of teaching effectiveness, textual comments offer valuable qualitative insights into the faculty's instructional methods and interactions. However, discrepancies between these evaluation formats may hinder the accurate assessment of faculty performance. This study aims to determine the alignment between the numerical and textual evaluations of faculty teaching effectiveness using fine-grained sentiment analysis and determine the relationship between numerical ratings and textual comments to identify patterns of consistency or divergence. A large dataset of anonymized BSCS students’ feedback is analyzed through sentiment analysis to extract sentiments expressed in the textual comments. The study results reveal a misalignment between students’ subjective perceptions expressed in the textual comments and the numerical ratings. This misalignment arises due to several factors, such as student communication style variations, individual interpretations of rating scales, or subjective biases. This study advances faculty evaluation methodologies and offers useful recommendations for organizations looking to improve assessment procedures as well as educational institutions that want to improve the precision and efficacy of their faculty evaluation systems for better faculty development and decision-making.

Sistem Pendukung Keputusan Evaluasi Kinerja Dosen Program Studi Rekayasa Keamanan Siber Berbasis Website Menggunakan Metode Fuzzy Tahani

This research applies the Fuzzy Tahani method to a decision support system for evaluating the performance of faculty members in the Cyber Security Engineering Study Program at Bhakti Semesta Polytechnic. The Fuzzy Tahani method is expected to assist in processing data from faculty performance evaluation questionnaires and improve the accuracy of reporting and calculations. The Research and Development method is used as an approach to systematically address the issues. The decision support system for faculty performance assessment was successfully developed using the Fuzzy Tahani method with PHP programming language. This system is expected to help determine the level of student satisfaction with faculty performance and enhance faculty effectiveness. The test results show that the employed Fuzzy Tahani method achieved 100% accuracy, comparing manual calculations with the system's calculations. With the implementation of this system, the processing of faculty performance evaluation data becomes more efficient and accurate.

Analysis of Student Satisfaction with the Quality of Education Services and Lecturer Performance Using the Survey and Naive Bayes Methods

This research aims to evaluate the level of student satisfaction with the quality of educational services and the assessment of faculty performance at STMIK Tegal through a survey method and the application of Naive Bayes. The research sample consists of 100 active students from different study programs. Survey results were processed using the Naive Bayes method to assess the impact of variables related to the quality of educational services and faculty performance on the level of student satisfaction. The findings of the analysis indicate that the quality of educational services has a positive effect on student satisfaction, while faculty performance also contributes positively. This research has practical implications for improving the quality of educational services and faculty performance at STMIK Tegal. Infrastructure and facilities supporting the teaching and learning process can be enhanced, and faculty members can receive training and guidance to improve their teaching quality. In the long term, this can enhance the institution's reputation and overall student satisfaction. This study has limitations related to the limited sample size and the use of non-random sampling techniques. Therefore, future research can expand the sample size and use more representative sampling techniques to enhance the accuracy of research results

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Gendered Expectations: the Impact of Gender, Evaluation Language, and Clinical Setting on Resident Trainee Assessment of Faculty Performance.

Gender inequity is pervasive in academic medicine. Factors contributing to these gender disparities must be examined. A significant body of literature indicates men and women are assessed differently in teaching evaluations. However, limited data exist on how faculty gender affects resident evaluation of faculty performance based on the skill being assessed or the clinical practice settings in which the trainee-faculty interaction occurs. Evaluate for gender-based differences in the assessment of general internal medicine (GIM) faculty physicians by trainees in inpatient and outpatient settings. Retrospective cohort study SUBJECTS: Inpatient and outpatient GIM faculty physicians in an Internal Medicine residency training program from July 1, 2015, to December 31, 2018. Faculty scores on trainee teaching evaluations including overall teaching ability and Accreditation Council for Graduate Medical Education (ACGME) competencies (medical knowledge [MK], patient care [PC], professionalism [PROF], interpersonal and communication skills [ICS], practice-based learning and improvement [PBLI], and systems-based practice [SBP]) based on the institutional faculty assessment form. In total, 3581 evaluations by 445 trainees (55.1% men, 44.9% women) assessing 161 GIM faculty physicians (50.3% men, 49.7% women) were included. Male faculty were rated higher in overall teaching ability (male=4.69 vs. female=4.63, p=0.003) and in four of the six ACGME competencies (MK, PROF, PBLI, and SBP) based on our institutional evaluation form. In the inpatient setting, male faculty were rated more favorably for overall teaching (male = 4.70, female = 4.53, p=<0.001) and across all ACGME competencies. The only observed gender difference in the outpatient setting favored female faculty in PC (male = 4.65, female = 4.71, p=0.01). Male and female GIM faculty performance was assessed differently by trainees. Gender-based differences were impacted by the setting of evaluation, with the greatest difference by gender noted in the inpatient setting.

Performance Appraisal of Faculty Members Based on Internal Quality Assurance System: A Delphi Study

Performance Appraisal (PA) aimed at faculty staff puts emphasis on several teaching, research, and administration duties. The educational institutions seek to adopt a systematic assessment of faculty performance according to the institutional quality system. The study argues that PA can be developed by Entrustable Professional Activities (EPAs) which determinate the competences of faculty through the processes of internal quality assurance (IQA). This study establishes consensus, by using Delphi study, among experts on performance appraisal tools, and aims to provide a framework for EPAs which can be listed to analyze the faculty roles. During three rounds of the Delphi process, 29 experts reported four main roles of faculty in IQA namely, instructor, planner, assessor, and mentor. Participants developed 18 tools can be used to assess 14 EPAs to demonstrate the necessary competences to execute these activities unsupervised. The results can demonstrate the competences to execute these activities unsupervised.

Perceptions of teaching performance assessment in higher education: A study in Portugal

ABSTRACT The paper presents an analysis of the impact of European and international educational and economic policies on the process of the faculty performance assessment in a national context. An empirical study was conducted at a school of education in a public research university in Portugal, with the purpose of identifying academics’ perceptions about the assessment process. To that end, 17 semi-structured interviews were conducted with academics from a public university using a phenomenological approach. The results indicate that academics find the assessment process to be both necessary and relevant; however, they also highlight its contradictions within the stated goals. Teaching assessment in higher education is perceived as strongly influenced by neoliberalism and performativity; it is considered a legal imposition, bureaucratic, mostly quantitative, and bearing uncertain consequences. In their view, any assessment process should include professional development along with accountability aims.

EFEKTIVITAS SERTIFIKASI DOSEN TERHADAP KOMPETENSI DOSEN DI POLTEKKES KEMENKES BENGKULU

Performance is measured based lecturer faculty workload includes the followingprincipal activities of the learning plan, implement bembelajaran process, evaluating learning,guide and train, conduct research, perform community service and perform additional tasks.One of the government's efforts to improve the competence of lecturers, starting in 2008, noperformance assessment program called Lecturer Certification lecturers. The importance ofthe program Lecturer Certification as a form of assessment of faculty performance is expectedto improve the quality of education and provide benefits that can be perceived by students asoutput in the world of education. This study aims to determine differences in the competenceof lecturers who have tersertifkasi and yet tersertifkasi in Poltekkes MoH Bengkulu 2014.This research was analytic cross-sectional study. The population in this study are all still in thepolytechnic lecturers Bengkulu MoH both JFU and JFT are 85 people, samples were takenwith total sampling technique. Data analysis was performed using univariate and bivariateindependent T test. The results showed that the majority (75.7%) lecturers alreadytersertiifikasi, most (64.9%) lecturers are aged ≥ 45 years and almost all (83.8%) lecturershave been teaching ≥ 5 years, and there was no difference the competence of lecturers arecertified with certified faculty who have both pedagogical, professional, personal and social. Itis expected that the relevant agencies to carry out monitoring and evaluation of the learningprocess both on students and lecturers.

Indonesian Private University Lecturer Performance Improvement Model to Improve a Sustainable Organization Performance

Lecturer performance is related to the quality of educators that are owned by a university. Poor performance will affect the quality and carrying capacity of the sustainability of an organization, in this case the university. There are many models developed to measure the performance of teachers, but not much to discuss the influence of faculty performance itself towards sustainability of an organization that houses the professor. This study was conducted in an attempt to measure the performance of lecturers to support the sustainability of the university. A faculty performance assessment model is developed to see whether the performance of lecturers affect the sustainability of the university. The method used is descriptive and verification of data sample of 275 private university lecturers in Banten Province. Application of Structural Equation Model (SEM) was used to test the model and estimate hypothesis using LISREL Results showed that leadership, motivation, job satisfaction, and organizational commitment affect positively and significantly to the performance of lecturers either partially or together with a contribution of 84%. The perception of organizational commitment variable was high which is good. In addition, responsibility for the improvement of organizational performance based on indicators of commitment to the organization ranked highest score of the respondent's perception. This showed that the lecturers were highly committed to the organization which is a great asset in the process of sustainability of an organization. In addition to the score of a continuing commitment to the organization shows lecturers should continue to be fostered in order to maintain the quality of organizational performance. This study shows that the performance of lecturers can support the sustainability of the organization

Fuzzy Query Database Untuk Sistem Pendukung Keputusan Yang Cerdas

The process of education and teaching is one of the acts of Tri Dharma College. The success of the learning process can not be separated from the role of a lecturer. Quality of faculty plays an important role in a college that wants to achieve the goal of teaching and learning processes that produce graduates (output) quality. Lecturer rated quality if it has the value of a good performance, which is reviewed from several aspects. This paper proposes an analysis based on the evaluation of faculty performance feedback using fuzzy query the database for intelligent decision support system. The value of diverse faculty performance, so as to the criteria of each lecturer is still ambiguous and still need to be clarified. Here will be determined three criteria of assessment of faculty performance is lacking, just and good. Of the three criteria are later obtained a recommendation to make a decision. Model rules obtained is the value of students and professors taken the maximum value, then rules obtained from students and professors taken minimum value, in order to obtain the value of the performance of lecturers as well as the criteria. Then the value of this performance, it can be used by institutions as advice on making a decision relating to a lecturer.

Experiential Faculty Development Program: Using Objective Structured Clinical Examinations (OSCEs) to Assess and Reinforce Practicing Physiciansʼ Patient-Centered Care Skills

Introduction: Effective patient-centered communication in a physician-patient relationship is challenging, and these skills may need reinforcement as faculty progress in their career. Formal curricula to assess and enhance patient-centered care skills are lacking for practicing physicians. Methods: Eight GI faculty participated in an IRB-approved pilot program which included a four-station OSCE: 1) “Breaking Bad News” - a fatalistic patient undergoes a screening colonoscopy and is found to have a likely malignancy; 2) “Apologizing for a Complication” - a patient who mistrusts the medical system has a perforation during a screening colonoscopy; 3) “Geriatric IBD Case” - an elderly patient newly diagnosed with IBD requires complex outpatient care at the time of discharge; 4) “Giving Sign-Out” - a clinically depressed colleague with alcohol dependence is in crisis upon arrival for her shift. Trained standardized patients/physicians (SPs) assessed the faculty's performance using a previously validated behaviorally anchored checklist. Immediately following each case, the SP provided verbal feedback to the participant. Faculty completed a survey after each encounter about the relevance of the scenarios. Each station was videotaped, and faculty reviewed and assessed their videotaped performance using checklists. All participants completed pre- and post-OSCE surveys. Results: 25% of faculty participants have been in practice for 10+ years, 25% for 6-10 years, and 50% for 1-5 years. 5/8 participants strongly agreed that faculty development program initiatives are a worthwhile endeavor prior to the OSCE, compared with 8/8 post-OSCE. Pre-OSCE, 75% strongly agreed that faculty development programs serve a personal and professional benefit, compared with 100% postintervention. Pre-OSCE, only 2/8 agreed that OSCEs are a worthwhile method of learning, compared with 7/8 strongly agreeing with this attestation post-OSCE. Close to 90% would recommend this faculty development OSCE to their colleagues. Data on the SPs' assessment of faculty performance, and the faculty's self-assessment, are pending. Conclusion: This experiential faculty development pilot program using performance-based assessment and self-review was very well-received, and has potential to be expanded as a formal curriculum for all faculty in clinical academic practice.

Continuous Curricular Feedback

Curriculum evaluations are used to plan future revisions and other improvements in curriculum design. Most models are summative and occur at the end of a course, so improvements in instruction may be delayed. In this article, the authors describe the formative curriculum evaluation model adopted at the Raymond and Ruth Perelman School of Medicine at the University of Pennsylvania. In their model, representative student feedback is gathered in real time and used to modify courses and improve instruction. The central features of their continuous feedback model include developing a small cadre of preclinical and clinical student evaluators who are trained to obtain classwide input regarding all aspects of the curriculum, including teacher effectiveness, and meet regularly (weekly or monthly) with relevant faculty and administrators. The authors show how this curriculum evaluation approach maximizes student involvement in course development and provides opportunities for rapid improvements in course content and instruction as well as for the identification of barriers to effective clinical and preclinical educational experiences.

The Relationship Between Faculty Performance Assessment and Results on the In-Training Examination for Residents in an Emergency Medicine Training Program

Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ = 0.99) and remained reliable after stratification by year of training (mean κ = 0.68-0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

DEVELOPING TRANSPARENT AND DIALOGIC SYSTEMS FOR FACULTY PERFORMANCE ASSESSMENT AND EVALUATION IN A COLLEGE OF AGRICULTURAL, CONSUMER AND ENVIRONMENTAL SCIENCES

Interviews were conducted with the seven department heads in the College of Agricultural, Consumer and Environmental Sciences (ACES) at the University of Illinois at Urbana-Champaign to obtain descriptions of the current systems of faculty assessment and evaluation. These confirmed that seven distinct systems to collect, evaluate and report information were in use. Faculty in ACES were surveyed to identify how they believe their performance in teaching, research, outreach/extension and service should be measured. Faculty indicated that multiple measures in each category of activity provide useful information. The survey also asked faculty how their performance should be documented, how decisions should be made and how results should be reported. The faculty indicate clear preferences for each of these processes. The interviews and survey are initial steps towards making faculty performance assessment and evaluation systems in the College of ACES more dialogic and transparent.

An Assessment of Faculty Performance: Some Correlates Between Administrator, Colleague, Student and Self-Ratings

Рассматриваются проблемы, связанные с оценкой эффективности работы профессорско-преподавательского состава, и конфликт между двумя основными профессиональными ролями в сфере высшего образования: роли преподавателя versus роли исследователя. Для эмпирического анализа авторы выбрали «типичный» гуманитарный колледж. В ходе исследования администрация, преподаватели (относительно коллег и себя) и студенты составляли рейтинг для 45 штатных сотрудников колледжа (85% от всего ППС) по двум параметрам: 1) эффективность их преподавания и 2) общий вклад в развитие колледжа. Оказалось, что в большой мере оценки коллег по работе и студентов совпадают. В меньшей степени (но все же статистически значимо) упомянутые оценки совпадают с мнением администрации. Что же касается самих преподавателей, то их мнение о самих себе не коррелирует ни с одной из других групп ответов. В заключение дается вариант объяснения феномена неадекватной самооценки преподавателей с психологической точки зрения.