Faculty Performance Research Articles

Proposed Procedures for Developing Managerial Performance of the Faculties of Al-Azhar University in The Light of Strategic Flexibility Approach

Objectives: The study aimed to present proposed procedures for developing the managerial performance of Al-Azhar University faculties in light of strategic flexibility approach (strategic sensitivity, clarity of vision, core capabilities, selection of strategic goals, joint responsibility, and responsiveness) by recognizing the degree of the importance of practicing its dimensions from the faculty members viewpoint, and calculating the statistically significant differences among the sample members about the degree of importance of their practice, attributed to the study variables (scientific degree - college nature - college headquarters or branch).
 Methods: The study used the descriptive method, and a questionnaire consisting of (36) items, which was applied to a sample of (587) faculty members at the university to collect data.
 Results: The study concluded with the agreement of the sample members on the importance of practicing the dimensions of strategic flexibility for the development of managerial performance at Al-Azhar University faculties with a degree of “very important” and with a mean of (4.44), there are no statistically significant differences at the level (0.05) attributed to the study variables (scientific degree- the college nature- The college headquarters or branch), and the study presented proposed procedures to develop the institutional performance at Al-Azhar University.
 Conclusions: The study recommended the importance of adopting the proposed procedures to develop managerial performance through the application of the dimensions of strategic flexibility at Al-Azhar University and in other Egyptian universities, due to the similarity of structures and systems in these universities, and the importance of the university’s administrative, financial and academic independence so that it is able to adapt to various variables, and to attract qualified scientific and administrative staff.

Academic feedback system automation for an educational organization

For the educational improvements every college will require a student feedback system to assess the quality of the faculty members performance.This work focus on online feedback system to rate and analyse the faculty’s concert. This online feedback system reduces the arduous work of physially examining the feddback pages of each and very student.The system also reduces the lumber of efforts and encumber of observance and maintaining the records on maual basis,which occupies more place in the room to keep those records as well as difficult in maintaining those records.Drawback of the manual feedback system is the students will get fear if the faculty came to know about the report given by the students. To overcome these sort of issues this online system will provide safety and privacy for the students to give thier feedback and is not mandatory to give the feedback by showing his physcal presence to the faculty of the admin instead they can directly access the online feedback link directly from their mobile or Laptop to enter the feedback for the faculty members. Experimental results shows that the online system developed for educational system provides easy way to assess the faculty members as well as other activities which have been taken inside the campus through the feedback received from the students on time to time basis without delay.Instead of spending so much paper based materials and setting the questions to be asked in the for of queires and collecting it from the students and doing analysis from that which leads to a tedious process.Keeping all these drawbacks this online feedback system has been developed to acccess this system anywhere and the report has been generated immediately based on the faculty name wise as well as the system will be used for taking feedback from the participants for the various events happening within the campus such as workshop,FDP,Conference etc.. Keywords: Faculty performance, online feedback system, students feedback, educational system, less paper work

The Examination of the Relationship between Work-nonwork Boundary and Work Performance using SEM

The current unique business scenario has brought in the increased overlap between work and nonwork boundaries. This situation has prompted psychologists and social scientists to focus on how the work and nonwork boundaries (WNWB) is constructed and sustained. The purpose of the study is to examine the relationship between how Boundary strengths at home (BSH) and work (BSW) influence performance among academicians using structural equation modeling (SEM).The sample for the study was selected from among full-time university educators from Jordan. Data was collected from 161 full-time faculty from Jordan using the convenience sampling method. Then, using R, SEM was performed on the collected data to test the tenability of the formulated hypotheses. Results suggest that boundary strength at work and home, and overall work-nonwork boundary had a significant positive relationship with the work performance of faculty. The findings are significant and are an addition to the literature on boundary studies.

The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom

Enhancing faculty performance and student interaction during the lecture is essential to achieve sustainable learning development. The current study aims to evaluate the effect of using “Student response systems (SRS)” on faculty performance and student interaction in the classroom. The faculty members at King Saud University were encouraged to join a university-scale educational project that involve utilizing SRSs within their classes. From Fall 2016 to Fall 2019, a total of 371 faculty members and 19,746 students were enrolled in the current study. By the end of each semester, faculty and student satisfaction surveys were distributed to evaluate their perceptions of using SRS in the class. The faculty members’ and students’ response rates were 75.7% and 38.1%, respectively, and represented 18 different colleges from different disciplines within the university. Furthermore, the study covered a wide range of study levels for bachelor’s degrees ranging from levels 1–10. The study demographics showed that 60% of the total participating faculty members and 64% of students were females. Interestingly, the majority of participating faculty members (40%) and students (44%) belong to health colleges. Among the most beneficial effects of using SRSs, is that it increased the interaction, focus, and participation of students in the lecture and stimulated their desire to attend and prepare for the lecture. It also helped the faculty members to improve their teaching strategies and enabled them to know the weaknesses or strengths of students, which in turn led to the improvement of the entire educational process. The majority of faculty members as well as the students recommend applying it in other courses and future semesters. These findings were generally consistent over the whole studied seven semesters. SRSs offer a potential tool to improve faculty teaching practices, enhance student engagement, and achieve sustainable learning development among different disciplines.

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Motivation plays a central role in faculty members’ professional lives—with achievement goals having been found to have important links with their burnout/engagement and performance. However, the few studies investigating these links were cross-sectional and considered only one of the two equally important work domains of faculty members. In the present research, we analyze the temporal relationships between achievement goals and burnout/engagement as well as performance and investigate domain specificity of goal pursuit by considering goals for teaching and for research. We conducted a longitudinal study (4 measurement points across two years) including 681 German faculty members. Multivariate Latent Change Score modeling attested that in both domains, mastery-approach goals were positively related to subsequent development of performance, while performance was also positively related to subsequent development of mastery goals, creating a double positive loop. Performance goals and work-avoidance goals were differentially associated with performance in both domains, indicating that the effects of goals can be bound to different contextual features. For overall burnout/engagement, our results implied that primarily research goals mattered for its development (with performance-avoidance and work-avoidance goals being risk factors), while high burnout levels were associated with subsequent reduction of adaptive mastery-approach goals in both domains. This highlights the relevance of achievement goals for burnout/engagement and performance of faculty and illuminates their complex temporal dynamics that can also meaningfully inform achievement goal research in other contexts.

Does Interdisciplinary Research Lead to Higher Faculty Performance? Evidence from an Accelerated Research University in China

The current trend of building accelerated research universities in China that explore the pursuit of interdisciplinary research (IDR) approach to yield academic excellence and innovation through institutional reforms is aspiring to achieve the Sustainable Development Goals (SDGs). Employing data from faculty Curriculum Vitae and bibliometric records from a pilot accelerated research university in China, this study provides a case study to empirically quantify the impact of interdisciplinary research on 490 faculty’s performance, including research productivity, impact, and prestige. Results show that faculty involved in interdisciplinary research outperform their non-interdisciplinary counterparts in terms of research productivity, impact, and prestige. The degree of interdisciplinary as measured by subject categories is positively associated with faculty research performance. However, there are heterogeneous effects across faculty subgroups since faculty in applied-oriented disciplines reap more benefits while young faculty may suffer. Additionally, this study finds that faculty individual interdisciplinary research behavior can be affected by school-level concentration and dispersion of the degree of interdisciplinarity, which suggests the existence of peer effects.

Amplifying research influence through the social network, open access publishing, and international collaboration: A mediation analysis on nursing studies literature.

Research impact and influence are commonly measured quantitatively by citation count received by research articles. Many institutes also use citation count as one of the factors in faculty performance appraisal and candidate selection of academic positions. Various strategies were recommended to amplify and accelerate research influence, particularly citation counts, by bringing research articles to a wider reach for potential readers. However, no prior empirical study was conducted to examine and valid effects of those strategies on nursing studies. This study examines and verifies the direct effects and mediation effects of some strategies, namely, the use of Twitter, international collaboration, the use of ResearchGate, and open access publishing, for amplifying the citation of research and review articles in nursing studies. Cross-sectional study design. Articles published in top nursing journals in 2016 were identified in PUBMED and the citation metrics for individual articles until 2021 were extracted from Scopus. The primary outcome was the citation count of the article, while the tweet count on Twitter of the article was considered a mediator. The predictors included paper type, the total number of authors, the proportion of authors with a ResearchGate account in the article, funding support, open-accessed article, and the number of different countries stated in the authors' affiliation. A mediation analysis was conducted to examine the predictors' direct and indirect effects (i.e., via tweet count) on the citation count of the article. A total of 2210 articles were included in this study, of which 223 (10.1%) were review articles. The median (IQR) number of Scopus citations, tweets, countries, and percentage of authors with ResearchGate accounts were 12 (6-21), 2 (0-6), 1 (1-1), and 75% (50%-100%) respectively. In the mediation analysis, tweet count, article type, number of countries, percentage of authors with a ResearchGate account, and journal impact factors in 2014 were positively associated with the Scopus citation count. The effects of article type, open access, and journals' impact factors in 2014 on Scopus citation count were mediated by the tweet count. This study provides empirical support for some strategies researchers may employ to amplify the citation count of their research articles. The methodology of our study can be extended to compare research influence between entities (e.g., across countries or institutes). The citation refers to the research work cited by peers and is one of the indicators for research impact. Higher citations implied the research work is read and used by others, therefore, understanding the associated factors with higher citations is critical.

Occupational stress and psychological wellbeing is a function of virtual teaching and faculty performance during COVID-19 pandemic: An empirical study with reference to higher academic faculty in around Hyderabad city

The author reports the results of an empirical study on Occupational Stress and Psychological Wellbeing on the Faculty of Higher Education, and its effect on Virtual Teaching and performance. The data gathered using google forms from the Engineering and Management faculty in and around Hyderabad Higher educational institutes. The research instrument, a structured questionnaire, completed by 400 faculty members of the Engineering and Management faculty of Higher Educational Institutes in and around Hyderabad. The data was gathered using a 5-point Likert Type scale to measure the faculty performance, occupational stress, and virtual teaching factors, whereas the psychological well-being of the faculty is measured using a 7-point scale. The response from the 7-point psychological well-being scale was converted into a 5-point Likert-type scale using linear transformations. The research instrument maintained its reliability and internal consistency as assessed by Cronbach Alpha (0.83). The logistic regression analysis indicated autonomy, the purpose of life the psychological well-being factors, and work load, remote working, role conflict are statistically significant and influencing the faculty performance and virtual teaching.

Coaching and teaching performance in higher education: a literature review

PurposeThe purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.Design/methodology/approachThe authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.FindingsThrough this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.Practical implicationsDeveloping coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.Originality/valueThis is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

The Role of HR Policies and Social Networks on Enhancing Women's Faculty Performance

For the development of an organization, effective human resource management practices for social networking is necessary as employees are considered as the backbone of an organization. The research objective is to find out the development of human resource management networking in female faculty performances of Karachi based degree awarding business management institutes. Networking is defined as meeting both formally and informally to discuss business matters, maintaining relationships and staying in contact with colleagues are vital to career development .Research is based on human resource management networking and female faculty performances. A positivist approach adopted, hypothesis was formulated after taken dependent variables of faculty performance from the relevant literature. A research instrument in the form of a well-structured questionnaire was developed for collection of quantitative primary data from a sample of 110 respondents. The collected data was then treated by applying regression analysis tool. The impact of independent variable on dependent variable was established. The outcome of this study is beneficial to the human resource management of degree awarding business management institutes for establishing institute development by adopting quality management practices to enhance female faculty performances.

Work Motivation and Performance Appraisal: The Chinese College Instructors Perceived Procedural Fairness of Moderating Effect

This article aimed to clarify the mechanism of performance appraisal on college instructors’ teaching and research performance by constructing a moderated mediation model. By surveying 407 Chinese public college instructors on the performance appraisal model, work motivation, job (teaching and research) performance, and procedural fairness using a questionnaire, the research performed descriptive and regression analyses. It is the first time to explore the impact of different performance appraisal on college instructors’ teaching and research performance through empirical methods, which enriches the theoretical literature of performance appraisal, and has guiding role for college to reasonably determine instructors’ performance appraisal model, indicators and methods. The results showed that: (1) Performance appraisal and work motivation positively affect college instructors’ teaching and research performance. (2) Intrinsic motivation plays a mediating role in the relationship between developmental assessment and job performance;extrinsic motivation mediates evaluative assessment and teaching performance. (3) The direct effect of performance appraisal on instructors’ job performance and the mediating effect of work motivation on the relationship between them are moderated by the perceived fairness of the performance appraisal procedure. These findings help understand the relationship and mechanism between faculty performance appraisal and job performance, enlightening the rational use of performance appraisal in higher education.

Assessment of core teaching competency of health professional educators in Ethiopia: an institution-based cross-sectional study

ObjectivesUnderstanding the competency of educators is key to informing faculty development, recruitment and performance monitoring. This study aimed to assess the core teaching competency of nursing, midwifery and biomedical educators,...

How Prepared Are They? Pediatric Boot Camps and Intern Performance.

To determine whether participation in a pediatric boot camp during medical school was associated with higher intern performance. Secondary objectives were to determine whether participation in general boot camps, pediatric subinternships or pediatric electives was associated with higher performance. Intern surveys and faculty performance assessments during early internship were collected from a convenience sample of pediatric residency programs. Interns completed a survey regarding participation in medical school boot camps, pediatric subinternships and pediatric electives. Faculty assessed intern performance on selected Milestone-based subcompetencies on a 5-point scale following each intern's initial inpatient rotation and results were compared between groups. Seventeen pediatric residency programs participated. Two hundred eighty-seven interns completed the survey (69%), and faculty completed assessments on 71% of these interns. Of interns with complete faculty assessments (n=198), 25% participated in 5 or more days of pediatric boot camp, 30% in general boot camp, and 45% in no boot camp. There were no educationally significant associations between participation in 5 or more days of pediatric boot camp, general boot camp, subinternships, or electives and intern performance. Interns completing at least 10 days of pediatric boot camp (n=25) had slightly higher ratings for incorporating feedback and engaging in help-seeking behavior during June and July only. Participation in pediatric boot camps, general boot camps, pediatric subinternships or electives was not associated with substantially higher intern performance as measured by selected Milestone subcompetencies. Pediatric educators should carefully consider boot camp curricula and anticipated outcomes associated with boot camp participation.

Gastroesophageal Balloon Tamponade Simulation Training with 3D Printed Model Improves Knowledge, Skill, and Confidence.

Gastroesophageal balloon tamponade (BT) tube placement is a life-saving procedure for refractory bleeding from gastroesophageal varices performed by gastroenterologists, intensivists, internists, and emergency medicine physicians. Despite a recognized need for procedural training, no standard curriculum or assessment tools exist. Given the infrequent performance of this procedure, the development of a representative and accessible simulation model would permit hands-on training to practice and maintain proficiency with BT tube placement. To assess BT tube placement performance before and after a novel simulation-based learning module in gastroenterology fellows and faculty. A 16-item knowledge questionnaire and 22-item procedural skill checklist utilizing a novel 3D printed esophagus model were developed to assess participant knowledge, procedural skills, and confidence prior to our simulation-based intervention and again 8-12weeks after. Performance metrics were compared pre- and post-intervention within groups and between participant groups. Fifteen gastroenterology fellows (of 15 eligible; 100%) and 14 gastroenterology faculty (of 29 eligible; 48%) completed training. Fellows demonstrated improvement in knowledge (55% to 79%, p < 0.001) and procedural skill (35% to 57%, p < 0.001) following training. Baseline faculty performance did not differ from fellows' performance and post-intervention showed similar improvement in knowledge (61% to 77%, p = 0.001) and procedural skill (40% to 49%, p = 0.147). Overall satisfaction with training was high in both groups post-intervention and faculty felt more confident teaching fellows. The presented learning module offers a unique, low stakes opportunity for learners to improve skills, gain knowledge, and build confidence in placing BT tubes using a realistic simulation model.

Emotional Quotient and Teaching Performance of Selected Faculty in a Higher Education Institution in the Philippines

Teachers are significant in shaping the minds of the youth and contributing to the quality of education. Thus, examining the relationship between Emotional Quotient (EQ), profile, and faculty performance is important. The 175 faculty of a Higher Education Institution (HEI) in the Philippines were randomly selected. Employing Jerabek's (1996) Emotional Intelligence Test, EQ was found, on average, to indicate the faculty’s ability to recognize and deal with their own and others’ emotions effectively. Analysis of variance, regression, and Pearson Correlation revealed a significant positive correlation between teaching performance and their EQ, confirming that emotional intelligence influences teaching performance. Further, the combined impact of education and academic rank influences EQ, which may be the basis for further study. It is recommended that EQ be considered by HEIs when hiring faculty. Intelligence and emotional quotient are equally important in generating high performance. Therefore, the study may contribute to the significance of faculty's EQ on productivity.

Alternatives for business school governance: charting untapped research territory

PurposeWith today’s business faculty being tasked with making meaningful contributions to their community, corporate stakeholders, as well as in research and student learning, this makes faculty engagement and performance outputs key to metrics of college success. Therefore, the purpose of this paper is to understand how faculty engage in shared governance at the college level is important to ensure success of the college.Design/methodology/approachThe authors searched for research that examined governance structures in colleges of business and found this has received scant attention. After reviewing the research examining university governance, the authors evaluate how faculty engage in shared governance at the college level.FindingsThe authors identify four categories of decision-making that often involve shared governance and outline different shared governance options for colleges of business, along with their pros and cons. The authors posit that the most appropriate governance approach for a college of business depends upon the college’s external environment, culture and other contextual dimensions. Finally, guidance for future research and practice, including considerations for changing governance, is provided.Originality/valueHow colleges of business operationalize their governance structures has received scant attention in the management literature.

Analyzing Pangasinan State University Student’s FacultyTeaching Performance Rating Using Text Mining Technique

The study tried to analyze the relationship of the numerical value of the faculty performance rating and the actual observations, opinions, feelings, and description of the students towards the performance of the observed faculty members using text analytics. The result reveals that students describe faculty members with a rating of 1 with negative words. Faculty members with rating 2 were described by the students using neutral words/word patterns. In the case of faculty members with rating 3, positive word/word pattern “good” was used by the students to describe the performance of the faculty members. The results revealed that if a faculty members was evaluated and rated 4 and 5 the descriptions are positive observations / comments from the student respondents. The results reveal not only the quantitative values of faculty evaluation it also exposed the qualitative description of the students in the performance of their faculty members. This study brings out significant aspects of the teaching performance of the faculty members of Pangasinan State University. The results can be used for coaching and mentoring by university and campus heads to their faculty members in terms of their weaknesses. Moreover, the results can be utilized by Pangasinan State University to evaluate the teaching performance of their faculty members based on the comments or opinions of the students.

Competency-Based Medical Training in Anesthesiology: Has It Delivered on the Promise of Better Education?

Competency-Based Medical Training in Anesthesiology: Has It Delivered on the Promise of Better Education?

Sistem Informasi Peminjaman Alat Di Laboratorium Otomasi Dan Robotik Fakultas Teknik Universitas Sebelas Maret Surakarta

The Faculty of Engineering, Universitas Sebelas Maret (UNS) Surakarta has an information system to record data on borrowing tools in the automation and robotics laboratories, although they still use manual bookkeeping archives. This manual system has a weakness, namely it takes a lot of time to make a data report on borrowing tools. In addition, the existing tool lending system has not run optimally, so it is necessary to develop a system so that existing data can be integrated. The method used for the development of the tool lending system uses the System Development Life Cycle with the Waterfall model. The tool lending system is made using the PHP language and MySQL database as a data storage medium. The purpose of developing this information system is to speed up and simplify the process of borrowing tools, recaping data on borrowing tools, and making reports on borrowing laboratory equipment. This laboratory equipment loan system can be accessed by students, laboratory heads and admins. With the creation of the new system, it is hoped that it can assist and improve the performance of the UNS Faculty of Engineering staff, making it more effective and efficient in collecting data on borrowing tools in the automation and robotics laboratory.

The Study of the Impact of Empowering Leadership on Adaptive Performance of Faculties Based on Chain Mediating.

High-quality faculties are the fundamental guarantee to achieving the connotation development of higher education. Hence, performing university faculties determines the quality of teaching and the level of talent cultivation. Facing the change in teaching demand and environment, faculties need to change their working methods spontaneously to achieve high-level performance. Relevant empirical studies have shown that empowering leadership positively affects adaptive performance. However, some researchers have found that leadership effectiveness even has a negative effect. There may be two reasons for the inconsistency in the effectiveness of empowering leadership: (1) There is a lack of in-depth research on the effectiveness of empowering leadership and employees’ performance in existing studies, and the exploration of its theoretical mechanism should be enriched. (2) The effectiveness of empowering leadership may be subject to the conditions of the individual’s characteristics of the empowering. Therefore, the mechanism of empowering leadership on faculties’ adaptive performance still needs to be further explored. This study explores the impact of empowering leadership on adaptive performance. Based on Social Exchange Theory and Psychology Empowerment theory, this study explores the mediating role of the leadership-member exchange relationship and psychological empowerment in the relationship between them. According to Regulatory Focus Theory, the moderating role of promotion focus and prevent focus was studied. We adopted questionnaire survey data including 292 individuals in Changchun, Shijiazhuang, and other cities; STATA 15 was conducted to test the hypotheses. The results showed that: (1) Empowering leadership was significantly and positively related to adaptive performance. (2) Leader-member exchange relationship and psychological empowerment play a mediating chain role in empowering leadership and adaptive performance; empowering leadership promotes psychology empowerment by enhancing the leadership-member exchange relationship, enhancing their adaptive performance. (3) Promotion focus positively regulates the relationship between psychological empowerment and adaptive performance. Individuals with a promotion focus have a significant positive impact on adaptive performance. Individuals with preventing focus do not weaken the positive impact of psychological empowerment on adaptive performance.