Faculty Role Research Articles

The Intersections of Innovation

To unlock the power of creativity and innovation, it is very important to engage the entire in- novation ecosystem so that the full potential can be unveiled. These collaborative intersectional spaces between different disciplines — academia-industry, faculty-administration, and faculty-students — can open new dimensions for creative excellence, and thus, such intersectional spaces need to be created and nurtured. To this end, here, the pillars of innovation: creativity, motivation, ecosystem, and support, are discussed and their impacts on generating innovations are presented. While existing challenges in the academic setting are acknowledged, the role of faculty and the technology transfer offices and their positive interactions have a very critical role in the success of generating impactful innovations and their transfer to commercialization. In addition to the pillars of innovation, diversity, equity, inclusion, and justice are crucial components for creating impactful and sustainable innovations. Embracing diversity in all its forms, providing equitable opportunities for all, fostering an inclusive environment, and ensuring justice for all members of the ecosystem can lead to a broad range of perspectives and ideas, ultimately resulting in more creative and impactful solutions to the current and future challenges of the 21st century.

Pengaruh Knowledge terhadap Talent Management bagi Calon Pekerja

This research aims to investigate the impact of students' knowledge levels in the Library and Information Science program on their talent management as future job seekers. In an increasingly information-driven era, students' knowledge and competencies play a pivotal role in preparing them for success in the job market. The research methodology employed is a case study involving students in the Library and Information Science program as the sample. Data was collected through questionnaires and interviews with students and faculty to understand how their knowledge influences the talent management process. Data analysis was conducted using both qualitative and quantitative approaches. The results of the study indicate that the knowledge acquired by students in the Library and Information Science program significantly influences their talent management process. Students with broader and deeper knowledge tend to be better prepared and more confident in managing their talents. Interviews also revealed the pivotal role of faculty in assisting students in developing their knowledge and talents.

A Contrastive Study of Boosters in a Corpus of Academic Spoken English

The present study intended to investigate the use of boosters in the Michigan Corpus of Academic Spoken English (MICASE). It examined whether native and non-native speakers of English differed from each other in boosters’ use based on Hyland (2005) across academic divisions, levels of interactivity, genders, and academic roles in academic spoken English. The results of the UNIANOVA inferential test revealed that not only did native speakers of English utilize boosters more frequently than non-native ones across the four variables, but they also employed boosters in a way that was specific to academic divisions, levels of interactivity, genders, and academic roles. Besides the influence of culture and proficiency on boosters’ use, this corpus analysis study found that native English speakers put their statements under focus so that they sound convincing to the audience in soft sciences more than the hard ones. It also indicated native speakers’ greater attempt to convince their audience of the truth in their propositions, show new pieces of information as true, and back their own manipulative or persuasive purposes in highly interactive speeches more than the other levels of interactivity. Furthermore, it was shown that female native speakers exceeded to express opinions, state a suggestion with confidence in their knowledge of the topic, and minimize the possibility of accepting other options in academic spoken English of the MICASE. Ultimately, it illustrated that native academic speakers of English of faculty role rated higher to strengthen their existence, position, argument, claims, and commitment to their speech.

Roles of clinical faculty in promoting the practice of patient safety by nursing students

Patient safety is a major concern in nursing and healthcare delivery. It is related to the quality of care and is the responsibility for all healthcare professionals. As the users of healthcare services for educational purposes, nursing faculty and nursing students practicing in the hospital carry the responsibility of their practice for the sake of patient safety. While patient safety has been taught in nursing school, it is important to ensure that this topic is well practiced by nursing students in their clinical practicum. The nursing faculty plays an important role in this regard. This editorial proposes the roles of clinical faculty in promoting the practice of patient safety by nursing students through various teaching modalities. By understanding and implementing the roles, clinical faculty is expected to ensure that nursing students are able to promote patient safety during their clinical practice.

Clinical Assessment Specialists: A New Faculty Role to Improve Clerkship Assessment.

Ambulatory clerkships, including longitudinal integrated clerkships (LICs), face challenges to assessment, including time pressure and clinical demands on preceptors. High-quality clinical assessment is critical to implementing competency-based medical education, generating valid grades, and supporting learning. This importance is further heightened with the new pass/fail scoring for US Medical Licensing Exam Step 1, discontinuation of US Medical Licensing Exam Step 2 Clinical Skills, and the growing concern for bias in assessment. The Kaiser Permanente Bernard J. Tyson School of Medicine's LIC spans the first 2 years with 50 students per class. In 2021-2022, the authors created a new faculty role, the clinical assessment specialist (CASp). CASps are highly trained clinical teachers who directly observe clerkship students in the ambulatory setting, provide feedback, and complete competency-based assessment forms. CASps completed 186 assessments of first-year (Y1) LIC students and 333 assessments of second-year (Y2) LIC students. Y2 students achieved average higher milestones and were rated as requiring less supervision compared to Y1 students. Y1 students rated CASps more favorably than Y2 students. Preceptors rated the contribution of CASps similarly across both years. Clerkship directors described benefits including identification of at-risk students and value of augmenting preceptor assessments. The CASp role may offer an innovative way to generate valid assessment of student performance, offset clinical pressures faced by preceptors, identify at-risk students, and mitigate bias, especially in an LIC. Future studies may examine assessment validity, including use in summative assessment. CASps are an innovative approach to clinical clerkship assessment.

A systematic review of faculty development programs based on the Harden teacher’s role framework model

BackgroundDespite the changing roles of faculty in the health professions over the past two decades, none of the reviews has been paid enough attention to the impact of the faculty development programs on these roles. The objective of this review is to synthesize the existing evidence that addresses the questions: “What are the types and outcomes of faculty development programs based on the Harden teachers’ role framework and which of the areas described by Harden and Crosby are the authors referring to?”MethodsThis review was conducted according to the guidance for Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. In 2020, a literature search was conducted in MEDLINE/PubMed, Scopus, ERIC, ScienceDirect, Google Scholar, Magiran and SID databases. The review included 119 studies (between 1990 and 2020) that met the review criteria. Data were extracted using a modified coding sheet. We used the modified Kirkpatrick model to assess the educational outcomes of faculty development programs.ResultsThe majority of faculty development programs were workshops (33.61%) with various durations. Most programs focused on the domain of information provider and coach (76.47%), followed by the facilitator of learning and mentor (53.78%) and assessor and diagnostician (37.81%). Only five faculty development programs focused on the domain of role model. The majority (83.19%) of outcomes reported were at level 2B, level 1 (73.95%) and level 2A (71.42%). Gains in knowledge and skills related to teaching methods and student assessment were frequently noted. Behavior changes included enhanced teaching performance, development of new educational curricula and programs, improved feedback and evaluation processes, new leadership positions, increased academic output and career development. The impact on the organizational practice continued to be underexplored.ConclusionBased on the review findings, broadening the scope of faculty development programs beyond the traditional roles of the faculty members by utilizing a competency-based framework for developing a comprehensive faculty development program is recommended. Attention to individualized form of faculty development programs and incorporating more informal approaches into the design and delivery of faculty development programs is also needed.

Enhancing Global Competency and Academic Excellence: A Strategic Analysis of FITK UIN Malang's Path to Becoming a World-Class University

This research delineates the strategic endeavors of the Faculty of Tarbiyah and Teacher Training (FITK) at UIN Maulana Malik Ibrahim Malang to bolster student achievements, aspiring to evolve into a world-class university. Embracing a qualitative methodology, the study employs critical analytical descriptive methods to probe student coaching development strategies, resources, and outcomes at FITK. Data sources span strategic plans, educational guidelines, stakeholder interviews, and Focus Group Discussions (FGDs). From 2020 to 2022, it marked a pivotal era, witnessing a surge in student accomplishments at regional, national, and international levels, eclipsing previous years' records. This progression highlights the faculty's commitment to fostering an environment conducive to innovation and creativity. The study underscores the faculty's pivotal role in sculpting individuals for global competencies, reflecting an emergent roadmap for academic institutions aspiring for international repute. However, it acknowledges its limitations in scope, advocating for future research to encompass broader educational contexts and integrate diverse measures of student success. These findings provide valuable insights for institutions striving to cultivate a culture of excellence and global readiness in the dynamic sphere of global education.

The Role of Legal Aid And Consultation Agencies Faculty of Law University of Muhammadiyah Sukabumi to Prevent Domestic Violence

This research was motivated by the ineffectiveness of the efforts of the government and social institutions, law enforcement agencies in reducing the number of domestic violence that occurs in the community, and especially for the role of legal aid institutions that provide legal assistance in assisting domestic violence cases is still ineffective, because people who need legal assistance in accessing legal aid in domestic violence cases are still low, especially people in the Sukabumi Regency area in terms of prevention and Legal assistance in domestic violence cases by Legal Aid Providers is still not well coordinated. Therefore, research was conducted with concrete objectives on how to step the strategy pattern of the role of the Legal Assistance and Consultation Institute (LBKH) Faculty of Law, University of Muhammadiyah Sukabumi, in tackling domestic violence crimes in Sukabumi. The research method used is descriptive-analytic, that is, explaining existing data from relevant materials and analyzing them with reference to juridical foundations. The wrong approach that will be taken is to make observations in advance of an existing problem by being studied qualitatively and quantitatively, making a pattern the concept of handling the provision of legal assistance between LBKH and the Local Village Area. The results showed that with a pattern of strategic concepts applied between the cooperation of LBKH and the local village government, it can be possible to emphasize domestic violence cases in Sukabumi Regency by also focusing on the concept of domestic violence together with social institutions, law enforcement, and other institutions. With legal aid institutions in the regions tackling domestic violence cases in the community, solutions can be found by forming a pattern of joint handling concepts both in terms of prevention and legal assistance can run effectively, especially so that the role of legal aid institutions in providing legal assistance for domestic violence cases is maximized, especially in terms of prevention and legal assistance.

Academic’s Motivation for Entrepreneurial Engagement: A Systematic Literature Review

The role of faculty in making a university Entrepreneurial is crucial, so is the research on what motivates the faculty to be entrepreneurial. This article is a Systematic Literature Review (SLR), done to find out factors motivating faculty to be ‘entrepreneurial’. Initially bibliometric analysis was done to understand the extent at which research is done on the topic. In all, 59 relevant articles (1995–2023) were selected for SLR. ‘Entrepreneurial motivation’ of faculty is considered to be a niche and less explored area of study due to which building strong propositions becomes a challenge. Majority of studies are of advanced and resource rich economies and applying those to resource constraint situation cannot be considered as an ideal situation. These research gaps are located by this article. Factors motivating faculties to get engaged in entrepreneurial activities were analysed. Existing research has classified motivational factors as intrinsic and extrinsic, in ‘resource constraint’ (push forces) and ‘resource-rich’ (pull forces) environment. The literature states that academicians tend to do explorative activities rather than commercialization related activities. This study has informed about various factors of entrepreneurial motivation which can be used for building instruments for measuring motivation of academic entrepreneurs. The study findings have a strong proposition for the need of empirical research on entrepreneurial motivation of faculty members which is the future scope of research.

A Novel Framework for Optimizing Efficiency and Education in Microsurgical Breast Reconstruction.

Deep inferior epigastric perforator (DIEP) flaps are becoming the most frequent choice for autologous breast reconstruction. There are many benefits to DIEP flaps, but the procedures can be lengthy and have a steep learning curve. The balance of efficiency and education can be difficult to achieve. A framework was implemented to focus on both efficiency and education at each stage of the DIEP flap procedure. The author's methods to improve efficiency include a two-team approach with assigned roles for faculty and residents. The roles are consistent across the institution. Methods to enhance education include practice in a laboratory-based microsurgical training course and assigning goals for the rotation. Trainees include independent and integrated plastic surgery residents without microsurgical fellows. Bilateral DIEPs are performed with two attendings, and unilateral DIEPs, with one attending. A retrospective review identified patients undergoing DIEP flap reconstruction from 2017 to 2020. Outcome measures include operative time and complications, which are comparable to previously published data. Focusing on education allows residents to learn each stage of the case. The authors present a framework for training residents in DIEP flap reconstruction to optimize efficiency and education.

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF

Physician Assistant Gender Differences in Research, Professional Goals, and Perceptions of Support.

The majority of Physician assistant (PA) educators are women, yet men proportionately publish more and advance further in academic rank. This study examined if research interest, promotion goals, and perceptions of institutional support differed between PA educators with different gender identities. This is a subset analysis of a previously published cross-sectional study. PA programs were stratified by region and Carnegie classification and were sampled by a stratified random sampling method. PA faculty from selected programs were invited to participate in an anonymous survey. Data were analyzed to account for the stratified sample design. Means and proportions with associated 95% confidence intervals are described. There was a 51% response rate (N = 110). Sixty-three percent of respondents identified as female and 36% as male. Men had a mean of 5.67 (0.17, 11.16) career research articles and women had 1.56 (0.68, 2.44) articles. Fifteen percent (3.7%, 26.3%) of men were full professor compared to 4.3% (0, 9.1%) of women. When transitioning to a faculty role, 72.5% (58.4%, 86.6%) of men and 52.9% (41%, 64.7%) of women felt supported by their institution. Both genders valued promotion, but 80% (67.6%, 92.4%) of men reported having clear 5-year goals compared to 58.8% (46.6%, 71%) of women (P = .034). There was no statistical difference in publications between men and women in this study. Women felt less supported when transitioning to a faculty role compared to men. Both men and women valued promotion equally, but men reported working towards that goal more intentionally. This study found few consistent differences in the attitudes and behaviors towards scholarship between men and women.

The Obligations of Tenured Faculty in Restoring the Public's Faith in American Public Universities: Honoring Our Side of the Commitment

This editorial delves into the critical role of tenured faculty in American public universities in restoring the public's faith in these institutions. This editorial emphasizes that preserving the founding ideals of American public universities is both an obligation and a lasting legacy. It calls upon tenured faculty to rekindle the public spirit and actively contribute to the preservation of the American dream for future generations.

Open Educational Resources: Qualitative evaluation of faculty interest in motivating students to create and use

ABSTRACT Increasing interest among faculty, researchers, educators, and scholars in Open Educational Resources (OER) as significant tools for promoting openness, equity, and quality of education in both distance and face-to-face pedagogical settings has continually generated research attention on OER and Open Educational Practices. The motivational roles of faculty in motivating learners to create, use, and promote OER usage and development culture among students have not been established. This research evaluates faculty interest in motivating students to create and use OER and how the culture of OER usage and creation can be promoted among students of some selected universities. Findings from this study indicated that faculty showed positive attitudes towards motivating students to create and use OER. Some faculty gave several motivational factors that can influence their interest in motivating students to create and use OER and strategies for promoting the culture of OER usage and development among university students.

Advancing Faculty Research in a “Bricolage” Environment"

In the typical, academic career path, individuals enter faculty roles immediately after graduate school, commencing their academic careers with research skills and a fledgling research agenda. Many faculty, however, take an indirect route to research. They may work in the commercial or nonprofit sector for years before joining the academy, allowing their research skills to fade. Some individuals who never completed research training are recruited as faculty due to their years of professional experience; this is especially true in business, engineering, and health care. When institutional expectations and personal goals change, however, these individuals may suddenly face the need to conduct research. They have the motivation but lack the necessary skills and confidence. This is especially true when institutions decide to seek accreditation that requires research activity among faculty. To help Bolivian faculty achieve research success, we developed a condensed workshop on qualitative, applied research and conducted it four times, in-person and online, following the action research model. The condensed workshop proved effective in helping faculty boost their research productivity, though participants expressed a desire for more extended coaching and support. Future workshops will include increased opportunity for collaboration. The workshop can be adapted to other regions.

Laying the Groundwork for a Fulfilling Career in Pediatric Infectious Diseases: The Transition from Fellowship to Faculty.

There are limited resources for guidance on the transition from fellowship into a new faculty role in pediatric infectious diseases. This review aims to address this gap and provides a framework for a successful transition that is composed of four essential pillars-1) stepping into your role, 2) finding your niche, 3) building your network, and 4) self-care-all of which are supported by strong mentorship/sponsorship and continual re-alignment with one's personal mission statement. In addition to providing general principles and guidance, this review also outlines specific steps that a junior faculty member can take to expand their influence and build a successful, fulfilling career in pediatric infectious diseases.

Strategies for transitioning from a clinical position to a faculty role

The nation faces a continued shortage of nurses that is projected to worsen in the next decade. The nursing shortage is fueled by a lack of faculty to educate nurses for entry into practice and advanced nursing practice positions. Many faculty enter academia after achieving expertise in a specialty area of clinical practice. These expert clinicians transition to novice faculty, a move that can be challenging and overwhelming. New faculty require guidance in understanding the various academic regulatory organizations; university structure, policies, and regulations; faculty responsibilities related to the university missions of teaching, service, practice, and scholarship; and face challenges with the need for new skills such as classroom management, curriculum development, and an understanding of the different culture and language of academia. The authors provide evidence from the literature and strategies and tips based on their experience for an expert clinician's successful transition from a clinical role to an academic position.

Nursing Faculty Workforce Development Project.

A proposed nursing faculty workforce development project by a college of nursing within a research-intensive institution will increase the number of nurse faculty from the current population of BSN-prepared nurses from underserved communities in a state to earn a master of science in nursing (MSN) degree with a nursing education specialty. This project will be accomplished through partnerships between a college of nursing and academic institutions with large nursing student populations from underserved communities. In addition, the project will incorporate the employment of MSN students at academic partner institutions within a clinical nurse faculty role. The proposed project will continue after an initial federally funded grant to continue the project and address the nurse faculty shortage from diverse populations and advance health equity and culturally congruent health care in the state. The project will also enhance partnership building with stakeholders, such as statewide academic institutions, to impact underserved communities.

PhD program faculty: Preparing the next generation of nurse researchers

This article explores approaches to strengthening research education in nursing doctoral (PhD) programs with a focus on the roles of interdisciplinary faculty and the National Institute of Nursing Research (NINR), 2022-2026 Strategic Plan. Our view is that these components are interrelated and essential in educating the next generation of nurse researchers. To explore these topics, we undertook two analyses: (1) an examination of the preparation of PhD directors across the 119 AACN member schools; and (2) an evaluation of NIH funding levels to schools of nursing and the principal investigators' backgrounds among NINR grantees. We found significant homogeneity in the backgrounds of PhD directors in schools of nursing and considerable NINR funding to non-nurse researchers on topics within the nursing discipline. To strengthen the research infrastructure of PhD programs and achieve the American Association of Colleges of Nursing's (AACN) vision for doctoral education, we suggest incorporating interdisciplinary faculty and greater utilization of the NINR Strategic Plan.

Experiences of Belonging and Islamophobia among Hijabi Muslim College Students in the United States

Abstract: Students from marginalized religious backgrounds face myriad challenges on college and university campuses, and negative effects are especially pronounced for Muslim students. Wearing hijab can put college students at a greater risk of marginalization amidst a climate of Islamophobia. Although there is a growing body of research on Muslim college student experiences, there is a more limited exploration of hijabi students’ experiences. In this exploratory online survey study (n=41), we sought to understand experiences of belonging and Islamophobia among hijabi Muslim students across the United States. We adopted a critical quantitative approach, specifically interested in the connection of hijabi students’ sense of belonging, social adjustment, and experiences of microaggressions to their adherence to the Islamic dress code, membership in a Muslim student organization (MSA), and identifying with a minoritized racial group. We found that more modest dress was associated with lower perceived support from peers and faculty, while reported microaggressions were negatively related to faculty empathy. The strongest effects were involvement in MSA on social adjustment, and having a white identity on perceived faculty support. This study contributes to our understanding of the role of student affairs professionals, faculty, and higher education administrators in supporting hijabi students to succeed as their whole authentic selves.