Full-time Academics Research Articles

Knowledge Sabotage Behavior: Examining Detrimental Dual-Mechanism of Amoral Leadership

The study aims to examine the detrimental effect of amoral leadership on subordinates’ knowledge sabotage behavior. Particularly, this study explains the detrimental dual-mechanism of such a relationship. Data collection was administered to 288 full-time academics working at universities in a region of Indonesia by utilizing structural equation modeling to analyze data. The study findings indicated that amoral leadership is an essential factor in driving subordinates’ knowledge sabotage behavior. Particularly, amoral leadership may create a subordinates’ moral deficit (manifested as a subordinates’ low moral identity), and increase subordinates’ norm violation acceptability, which in turn increases subordinates’ involvement in knowledge sabotage behavior.

A trio-autoethnographic analysis of the experiences and wellbeing of part-time doctoral students with full-time academic roles

ABSTRACT This study highlights the needs and potentialities of an often-overlooked group: Part-Time Doctoral Students who are Full-Time Academics at their institutions (PTSFTAs). Such students are rarely considered in the research literature, yet they face a unique set of tensions as their roles and identities evolve. This study contributes fresh understanding of PTSFTAs’ experiences and wellbeing through a thematic analysis of a series of five open conversations reflecting on the supervisory process. Three PTSFTAs who studied and work at the same institution engaged in a series of trio-autoethnographic dialogues. These dialogues were structured around five doctoral supervision concepts. Tensions are identified that have the potential to affect PTSFTA wellbeing and identity. The study concludes that a student-centred doctoral supervision process can enable PTSFAs to develop multifaceted personal and professional identities and rich personal epistemologies.

Re/visiting

It is an honor to receive an invitation from Tawny Andersen and Dena Davida to republish the curatorial essay for our exhibition-event, CounterPoses: Reimagining Tableaux Vivants, that was presented by the gallery Oboro in Montreal in 1998. The opportunity to revisit the project and share it with a larger audience reignites the joy, generosity, and openness we experienced within the Montreal art community. During those years, we were engaged in interdisciplinary graduate studies that illuminated our interests in sensory aesthetics, affect theory, and experiential art, while our editorial positions at Parachute magazine located us at the nexus of the critical art apparatus, where we sought to expand upon art-historical discourse by nurturing writers working in cultural studies, media studies, and performance studies. Now full-time academics, we continue to be involved in these fields of inquiry as founding editors of the Journal of Curatorial Studies, as well as through independent curatorial projects.1

‘Ungazilanda in so many ways’ – Theory-making in African languages

Background: In this interview, conducted over Zoom on 13 February 2023, Robyn Tyler (RT) is in conversation with Athambile Masola (AM) and Nondwe Mpuma (NM). Both Athambile and Nondwe are published South African poets as well as full time academics. Athambile published ‘Ilifa’ in 2021 and Nondwe published ‘Peach Country’ in 2022. The transcript of the interview, which has been edited by all three authors, follows, interspersed with reflections by Robyn on the content (in italics).

Profiling the Australasian paramedicine tertiary academic sector and workforce: A cross-sectional study

Introduction In 1994, the first Australasian paramedicine tertiary program commenced as an off-campus offering not required as an entry-to-practice qualification A quarter of a century later, university programs have proliferated with tertiary qualifications becoming mandatory to acquire Australian Health Practitioner Regulation Agency registration. Despite this progression, concerns have been voiced regarding student enrolment volume and sustainability of the paramedicine academic workforce. To date, a census of the sector and the workforce has not been conducted, limiting capacity for data-informed strategic planning. The aim of this study was to profile the Australasian paramedicine tertiary sector and describe the academic workforce working in it. Methods A cross-sectional study was conducted in May 2022 using an online survey designed specifically for this research. The participants were discipline leaders from 19 universities or polytechnics offering entry-to-practice courses in Australia and New Zealand. Participants were asked to provide data on their course structure, organisational position, student enrolment loads and academic and non-academic staffing profiles. Simple descriptive statistics were generated to describe these data. Results Of the 19 eligible programs, 18 participated (response rate 90%). All but one course was at the undergraduate level; of the undergraduate courses, all but one were 3 years in duration. The academic workforce comprised 161 full-time or fractional and 727 casual paramedicine academics. Of the full-time academics, 131/161 were registered, with 45% of those holding ‘non-practicing’ status. Twenty-nine paramedicine academics (18%) had PhDs. There was 1 Professor and 10 Associate Professors, whilst 65% overall were Lecturers or Associate Lecturers. Conclusion This analysis represents the first description of the Australasian paramedicine tertiary sector. It reveals a diverse sector with large student enrolments and diverse course structures. The seniority of the academic workforce is skewed substantially towards lower academic levels; this shortfall in senior academics creates risk for the sector and may be symptomatic of a workforce sustainability issue.

“…It just broke me…”: exploring the psychological impact of the COVID-19 pandemic on academics

BackgroundThe declaration of COVID-19 as a global pandemic by the World Health Organisation (WHO) in 2020 catapulted institutions of higher education into an emergency transition from face-to-face to online teaching. Given the nature of the COVID-19 pandemic and the continuing after-effects thereof, the study explored the psychological impact of the COVID-19 pandemic on academics.MethodsA qualitative phenomenological research design was used to explore the psychological impact of the COVID-19 pandemic on academics. Data were collected by means of semi-structured interviews from a sample of 11 full-time academics permanently employed at six public and private higher education institutions in South Africa in 2020 and 2021. The data were analysed by means of thematic analysis.ResultsThe study found that the COVID-19 pandemic and lockdown restrictions had a largely negative psychological impact on academics in higher education. The most dominant negative emotions reported by participants included stress, anxiety, fear and guilt either due to the threat of the virus itself, potential for loss of life, lockdown restrictions, a new working environment, and/or their perceived inability to assist their students. Participants also reported feelings of emotional isolation and an increase in levels of emotional fatigue.ConclusionIn conclusion, institutions of higher education need to be aware of the negative psychological impact of COVID-19 on academics, and ensure they create and foster environments that promote mental well-being. Institutions may offer psychological services and/or emotional well-being initiatives to their academic staff. They must create spaces and cultures where academics feel comfortable to request and seek well-being opportunities. In addition to mental and emotional well-being initiatives, institutions must provide academics with tangible teaching and learning support as this would go a long way in reducing much of the stress experienced by academics during the pandemic.

외국인 교원의 채용과 역할 수행 과정에서 나타난 디커플링 연구

This study has been conducted to examine the decoupling patterns and causes of universities in the process of hiring international academics and performing their roles. To address this questions, semi-structured interviews were conducted with 25 international, Korean academics and staffs working at research-oriented universities, teaching-oriented universities, and universities that focus on both teaching and research. As a result of the analysis, the pattern of decoupling was different depending on the mission of the university. In research-oriented universities, 1) emphasis on the symbolic role of the internationalization, 2) alienation in the decision-making process, and 3) preference for international academics for window dressing have appeared. On the other hand, in teaching-oriented universities, 1) preference for international academics in contract positions to meet the full-time academics’ retention rate, and 2) cost-saving recruitment that did not consider actual role performance in the face of financial difficulties have been observed. In the case of universities that focus on both teaching and research, 1) the quantitative emphasis on research performance and 2) the visibility of international academics were emphasized, showing the similar decoupling pattern to research-oriented universities.
 Through the analysis, factors that promote and reduce the expression of decoupling have been found. The promoters were 1) the global university rankings which are used as a mean to change the fixed higher education hierarchy, 2) government university evaluation indicators and 3) the need to manage the attraction of international students. On the other hand, factors that suppress the development of decoupling are 1) strong institutional entrepreneurs, 2) the governance of a new organization that does not have a fixed hierarchical relationship, 3) securing a critical mass that international academics can normally perform, and 4) a long-term leadership.

Exploring factors influencing service trade-offs in the higher education sector: evidence from Malaysia

PurposeTrade-offs are unavoidable in a competitive and difficult economic environment, causing a challenge for those wanting to provide consistently high-quality service across all touchpoints in the service delivery ecosystem, included in which is the higher education (HE) sector. This study aims to explore the key factors influencing service trade-offs related to the efforts of academics in Malaysia’s HE sector.Design/methodology/approachA self-administered questionnaire was distributed to 400 full-time academics from several higher learning institutions in Malaysia. Data were analysed using the partial least squares-structural equation modelling (PLS-SEM) approach.FindingsThe results reveal that service trade-offs in the HE sector were heavily influenced by service priorities. Customisation of services, meeting individual student needs, working under immense pressure within tight timeframes and focusing on teaching and research jointly contribute to academics’ service trade-offs in the HE sector. Indeed, the nature of the job necessitates such trade-offs by default, as academics are unable to cancel or postpone classes due to scheduling constraints and the requirement to be physically present during class sessions.Practical implicationsHE administrators and managers should provide academics with adequate resources, effective work allocation and optimal timeframes for task completion, as service priorities are the key factors influencing service trade-offs in Malaysia’s HE sector. The satisfaction of these needs would enable academics’ service priorities and trade-offs to be better balanced, thereby contributing to better operational efficiency, boosting organisational performance and maintaining business sustainability.Originality/valueThe empirical results serve to clarify the key factors influencing service trade-offs in the HE sector, thus expanding the extant literature, which has mostly concentrated on describing the same phenomena in the manufacturing sector. The proposed service trade-offs model would serve as a guideline for operational efficiencies in the HE sector to prevent future recurrence and reduce the potential risk of service disruption, thus mitigating the risk of dissatisfaction.

MP10-11 REPRESENTATION IN UROLOGY RESIDENTS AND FULL-TIME ACADEMIC UROLOGY FACULTY: A SNAPSHOT OF DIVERSITY AND INCLUSION IN MEDICINE AND UROLOGY

You have accessJournal of UrologyCME1 May 2022MP10-11 REPRESENTATION IN UROLOGY RESIDENTS AND FULL-TIME ACADEMIC UROLOGY FACULTY: A SNAPSHOT OF DIVERSITY AND INCLUSION IN MEDICINE AND UROLOGY Michelle Chen, Jeffrey Ellis, and Justin Friedlander Michelle ChenMichelle Chen More articles by this author , Jeffrey EllisJeffrey Ellis More articles by this author , and Justin FriedlanderJustin Friedlander More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002532.11AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: As under-represented in medicine (URM) groups are growing in the United States and in US medical schools, their proportional growth in academic medicine may not reflect present population demographics. We aimed to describe the racial representation of urologic academic faculty relative to current urologic residents, current US medical students, as well as national population trends. METHODS: This was a retrospective analysis of active full-time urology faculty according to the American Association of Medical College (AAMC) database as of August 31, 2021. Faculty demographics were self-reported. This was compared to the most recent AUA census data for residents using chi-square tests. For clarity, “other” was used to classify those who did not self-identify as Asian, black, Hispanic, or white. The same criteria were applied to AAMC Diversity in Medicine data for full-time US medical faculty for 2018, which was the most recent publicly available dataset. RESULTS: Study demographics can be seen in Table 1. Of 435 full-time urology faculty members, 83 (19%) were Asian, 11 (2.5%) were black, 10 (2.3%) were Hispanic, and 315 (72%) were white. The 2019 AUA census included 415 resident respondents which identified as 21% Asian, 3% black, 6% Hispanic, and 68% white. Racial distributions between urologic faculty and residents were significantly different (p=0.001). Greater differences in URM representation existed at associate professor (p<0.001), assistant professor (p<0.001), and instructor (p<0.001) levels. Representation in urology faculty also differed from US medical faculty at professor (p<0.001), assistant professor (p=0.02), and instructor (p=0.002) levels. Associate professor representation was similar (p=0.08) among urology and US medical faculty. CONCLUSIONS: As of 2021, the racial representation of urology faculty at all ranks significantly differed from that of current urology residents, with a greater proportion of persons in URM groups currently in training compared to faculty. We noted differences in URM representation at most ranks between urology and US medical faculty. Continued recruitment of diverse individuals will improve representation in the field of urology in general and lead to greater representation amongst academic faculty. Source of Funding: None © 2022 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 207Issue Supplement 5May 2022Page: e150 Advertisement Copyright & Permissions© 2022 by American Urological Association Education and Research, Inc.MetricsAuthor Information Michelle Chen More articles by this author Jeffrey Ellis More articles by this author Justin Friedlander More articles by this author Expand All Advertisement PDF DownloadLoading ...

The Experience of Being a Full-Time Academic Nurse Educator During the COVID-19 Pandemic.

Nursing Education Perspectives: 3/4 2022 - Volume 43 - Issue 2 - p E8 doi: 10.1097/01.NEP.0000000000000945

The Experience of Being a Full-Time Academic Nurse Educator During the COVID-19 Pandemic.

The aim of this study was to uncover the experience of being a full-time academic nurse educator (ANE) in a baccalaureate or higher degree nursing program during the COVID-19 pandemic. In 2020, ANEs who were teaching in clinical and classroom settings, conducting in-person research, and engaging in service were suddenly required to work under new COVID-19-induced conditions. A hermeneutic phenomenological approach was used for the study. Personal interviews and a demographic questionnaire were utilized to collect data. Fourteen ANEs participated. Five themes were uncovered through data analysis: riding a rollercoaster, figuring it out, giving and getting help, seeing silver linings, and feeling loss. This study uncovered the experience of being an ANE during the pandemic. The findings inform strategies to enhance working conditions for current and future ANEs during the remainder of the pandemic and in post-COVID-19 nursing education.

How ethnic dissimilarity influences perceived organizational support and organizational citizenship behaviors?

PurposeThis study examines the mediating effect of self-efficacy between perceived organizational support (POS) and organizational citizenship behaviors (OCB) organization (OCBO); and POS and OCB individual (OCBI) in a cross-cultural context.Design/methodology/approachData were collected from 207 full-time academics from the private universities in Malaysia and Mainland China using a questionnaire survey.FindingsThe results indicate that self-efficacy is a salient mediator linking POS with OCBI and OCBO. Additionally, ethnic dissimilarity is found to have a contextual influence on the research model as the results reveal that self-efficacy only mediates the relationship between POS and OCBO but not between POS and OCBI in a heterogeneous society. In contrast, self-efficacy is found to mediate the relationships between POS and OCBO and between POS and OCBI in a homogeneous society.Originality/valueThis study contributes to the literature by being one of the first studies that examine the relationship between self-efficacy and two dimensions of OCB in two different cultural contexts.

Exploring the impact of green HRM practices on pro-environmental behavior via interplay of organization citizenship behavior

&lt;abstract&gt; &lt;p&gt;Using Green human resource management practices (HRMPs) as a multi-component construct, this study investigated the influence of bundle of Green HRMPs on pro-environmental behavior (Pro-EB) and organizational citizenship behavior towards the environment (OCBE), and examined the mediating effect of OCBE as a psychological mechanism that defines Green HRMPs and Pro-EB relationships. Data were obtained using self-administered questionnaires from a sample of 247 full-time academics working in public sector higher education institutions of Pakistan. The hypotheses were verified using partial least squares structural equation modelling (PLS-SEM). The results revealed that Green HRMPs bundle had a significant and positive effect on both Pro-EB and OCBE, and OCBE, in return, had a positive relationship with Pro-EB. It was further revealed that OCBE positively mediated the association between Green HRMPs bundles and Pro-EB. The originality of the study lies in conceptualizing Green HRMPs bundles as a multi-component construct and examining the relationships between Green HRMPs bundle, OCBE, and Pro-EB in the context of Pakistan's higher education institutions. Besides, exploring OCBE as a mediator between Green HRMPs bundles and Pro-EB is one of the novel contributions of this study. This study helps management and practitioners in developing Green strategies that can promote Green and Pro-EB among academics/faculty members.&lt;/p&gt; &lt;/abstract&gt;

Orientation of Teaching, Research, and External Engagement Activities of Academics in Mexico

Some results of the international survey Academic Profession in the Knowledge based Society (APKIS) applied in Mexico are presented. The orientation of the teaching, research, and external engagement activities, and the differentiating effect of some variables, was analyzed in a sample of 3,757 full-time academics of 116 Higher Education Institutions. Referencing the international surveys of 1992 and 2007, it was found that there are changes and continuities in the activities of Mexican academics. The type of institution variable has a generalized differentiating impact on the orientation of the activities.

The Mediating Role of Person-Job Fit between Work-Life Balance (WLB) Practices and Academic Turnover Intentions in India’s Higher Educational Institutions

This study examines the impact of work-life balance (WLB) practices concerning academics’ turnover intention, person-job fit (PJF), and PJF’s relationship with academics’ intention to leave their jobs. The study further investigates person-job fit as an underlying mechanism of the association between WLB practices and turnover intention. The study’s data were collected through a self-administered questionnaire garnered from 550 full-time academics working in higher educational institutions in South India (Andhra Pradesh, Karnataka, Kerala, Tamil Nadu, and Telangana, as well as the union territories of Lakshadweep and Puducherry). Partial least squares structural equation modelling (PLS-SEM) was employed for the statistical analysis of the data, using Smart PLS 3.2.8 software. The study ascertained that WLB practices have a negative impact on academics’ turnover intention. Additionally, the study discovered that WLB practices have a positive impact on PJF. Similarly, PJF seems to have a significant negative influence on turnover intention. Moreover, PJF partially and negatively mediates the influence of WLB practices on turnover intention. Consequently, this study suggests implementing several WLB practices (e.g., telecommuting, job sharing, flexitime, paid parental leave, etc.) into higher educational institutions, since it may not only improve academics’ perception of their person-job fit but it may also reduce their turnover intention.

Working together as equals: collegiality expectations of academics at a public university in Malaysia

ABSTRACT Universities in most countries have become more managerial as a consequence of a deliberated concept of collegiality. As one of the most vital assets of the institution, academics play an important role in developing and nurturing collegiality within faculties. This qualitative study explores collegiality expectations of 12 full-time academics. Insights obtained from the academics were analyzed using collegiality framework consisting of behavioral, cultural and structural collegiality. The participants highlighted many dimensions of collegiality categorized under several themes, namely social engagement, sense of collectivism, degree of autonomy, and authority. The findings of this study indicated that academics fundamentally expected to be treated as equals among their fraternities.

The relationship between job components, neighbourhood walkability and African academics' physical activity: a post-COVID-19 context.

Research to date suggests that physical activity (PA) among academics is insufficient globally. Academics in many African countries were recently required to resume work while observing social distancing protocols. Physical inactivity (PI) was, therefore, expected to increase in such academics. Interestingly, walkable neighbourhoods are resources that could discourage excessive sitting and PI in this situation. This study, therefore, assessed the moderating role of neighbourhood walkability in the relationship between core job components (i.e. on-site teaching, online teaching, research and student assessment) and PA among academics. The study adopted a cross-sectional design that utilized an online survey hosted by Google Forms to gather data. Participants were volunteer full-time academics in Nigeria, Ghana, Kenya and Tanzania. A total of 1064 surveys were analysed, with a sensitivity analysis utilized to select covariates for the ultimate hierarchical linear regression model. After controlling for the ultimate covariates (e.g. gender, education and income), PA was found to be positively associated with the job component 'research work’ but negatively associated with student assessment. Neighbourhood walkability increased the positive relationship of research work with PA and reduced the negative relationship of student assessment with PA. The non-significant negative relationship between ‘teaching online’ and PA was made positively significant by neighbourhood walkability. We conclude that research as a job component is positively associated with PA, but online teaching is negatively associated with PA among African academics in a post-COVID-19 context.

An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience

Early career academic nurses can struggle to meet the demands of career development due to feelings of being overwhelmed. Studies indicate that programs targeting these challenges are often sporadic and inconsistent, leading to dissatisfaction and missed opportunities.This paper reports on findings evaluating a program designed to build career-resilience in a group of early career academic nurses who, through the provision of a structured program of support, were enabled to succeed and thrive in the academy. This six session program was informed by Knowles' adult learning theory, Mezirow's transformational learning theory and Lord's reliance on critical transactions.This study was undertaken in a large metropolitan university in Sydney, Australia. Participants included nine early career academic nurses. All had been full-time academics from one to six years. A qualitative descriptive design was employed using Braun and Clarke's six stage process for data analyses. Three themes emerged: the program fostered connections, strengthened expertise and clarified directions. This analysis provided deep insights into the value of collegial relationships to galvanise career success. The program's strength was its ability to lessen participants' feelings of isolation and to develop behaviours that enhance career-resilience.

An Ethics Framework for Making Resource Allocation Decisions Within Clinical Care: Responding to COVID-19.

On March, 24, 2020, 818 cases of COVID-19 had been reported in New South Wales, Australia, and new cases were increasing at an exponential rate. In anticipation of resource constraints arising in clinical settings as a result of the COVID-19 pandemic, a working party of ten ethicists (seven clinicians and three full-time academics) was convened at the University of Sydney to draft an ethics framework to support resource allocation decisions. The framework guides decision-makers using a question-and-answer format, in language that avoids philosophical and medical technicality. The working party met five times over the following week and then submitted a draft Framework for consideration by two groups of intensivists and one group of academic ethicists. It was also presented to a panel on a national current affairs programme. The Framework was then revised on the basis of feedback from these sources and made publicly available online on April 3, ten days after the initial meeting. The framework is published here in full to stimulate ongoing discussion about rapid development of user-friendly clinical ethics resources in ongoing and future pandemics.

دور رأس المال الفكري في تحقيق الإبداع لدى العاملين في الجامعات الفلسطينية العاملة في الضفة الغربية

This study attempts to investigate the role of intellectual capital in achieving creativity among Palestinian universities’ employees through recognizing the role of IC components (i.e., structural, human, social, and physiological capital) and their effect on the employees creativity indicators (i.e., details, flexibility, fluency, and originality). This study was carried out using the analytical-descriptive method; the study population consisted of the Palestinian universities’ employees in the West Bank (i.e., full time academics and administrative employees). A survey was designed to gather the data from the study sample which consisted of 357 surveyed employees from which a total of 321 surveys were retrieved (i.e., 89.9% of the study population). These main results of this study are that: the IC has an essential role in the Palestinian universities through its various components, particularly, the psychological capital which was perceived by the sample as the most basic component in forming the IC, and the creativity indicators’ importance was highly perceived by the study sample. The researchers implied that the administrations of the Palestinian universities should direct their energies towards the promotion and development of intellectual capital and its four components.