Full-time Faculty Members Research Articles

Family caregiving experiences of medical school faculty: high prevalence, high strain, and low resource awareness.

Adult caregiving can be demanding and stressful, especially when the caregiver is employed. As the age of the U.S. population and workforce increases, more adults are providing care to aging family members. To understand the prevalence and aspects of the caregiving experience and caregiving strain among department of medicine faculty members, and to gauge their awareness and utilization of caregiving resources. We used a cross-sectional survey design. A questionnaire survey was developed and launched in Redcap in October, 2022, and an invitation was emailed followed by two reminders to all full-time and part-time faculty members (N = 1053) in our department of medicine. Faculty demographics, caregiver status, caregiving details, degree of mental or emotional strain, and knowledge of and use of employer and external caregiver resources. Of the 1053 faculty members who received up to three email survey invitations, 209 (20%) responded of which 76 (36%) were current caregivers and 117 (56%) were non-caregivers. Among the 76 current caregivers, 53 (70%) reported providing care for parents or parent-in-laws and 9 (12%) reported caring for a spouse. One-third of current caregivers reported caring for individuals with Alzheimer's disease or dementia/memory problems. Ninety-five% of current caregivers reported some or a lot of caregiving strain. A wide variation in knowledge of and use of employer and external caregiver resources was reported. Department of medicine faculty who provide adult caregiving report a high prevalence of strain and wide variation in knowledge of and use of employer and external caregiver support services, suggesting opportunity to better understand where gaps exist in providing support for caregivers.

Linking HEXACO Personality Traits to Affective Commitment and Knowledge Sharing Behaviour in Higher Education Institutions

This study aimed to assess the connection between HEXACO personality traits (i.e. honesty–humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience) and knowledge sharing behaviour (KSB) of university academic staff. Moreover, based on the theory of planned behaviour (TPB), this study aimed to examine the underlying process through which HEXACO personality traits contribute to academics’ KSB by examining mediating role of affective commitment. With a structured questionnaire survey, the data was conveniently collected from 234 full-time university faculty members employed in 20 private universities located in Bangladesh. Structural equation modelling partial least square (SEM-PLS) was utilised to analyse the research model. The results revealed that, with the exception of emotionality, all HEXACO personality traits (i.e. honesty–humility, extraversion, agreeableness, conscientiousness, and openness to experience) have positive direct effects on academics’ KSB. The study further showed that the effects of honesty–humility, extraversion, agreeableness and conscientiousness on KSB were significantly mediated by affective commitment. Thus, universities should focus on academics’ personality profiles to improve knowledge sharing practices within the institutions. In particular, personality test should be introduced in the selection process of university teachers to identify the candidates with desirable personality traits. The findings offer a new understanding of how HEXACO personality traits result in academics’ KSB directly as well as via affective commitment.

TEACHER’S WORK VALUES: A KEY TO ENHANCING WORK ENGAGEMENT

The school is the cornerstone of the global education system, and educators are essential to providing learners with a high-quality education. Outstanding service from teachers can result in enduringly positive experiences for students. Therefore, achieving high satisfaction among stakeholders depends critically on the unique motivational constructions of educators. The study's key findings indicate that both full-time and part-time faculty members rated the overall level of teacher’s work engagement as "Engaged," specifically in areas such as work-life balance, opportunities for growth and development, health and safety, autonomy, and feedback. A significant difference was found in work-life balance engagement between full-time and part-time faculty, leading to the rejection of the hypothesis, whereas no significant difference was observed in the other areas of engagement. Regarding teacher’s work values, both full-time and part-time faculty rated them as "Observed" across aspects like economic returns, achievement, prestige, ways of life, security, supervisory relations, associates, variety, and surroundings, with no significant difference found between the two groups, thus accepting the hypothesis. Additionally, a significant relationship exists between teacher’s work engagement and teacher’s work values, resulting in the rejection of the hypothesis.

Effect of Construction Management Instructors’ Degree and Industry Experience on Construction Management Graduate Job Readiness

ABSTRACT This study investigates the impact of faculty education and industry experience on the work readiness of Construction Management (CM) graduates within their first three years’ post-graduation. This research hypothesized that the educational background and industry experience of CM faculty significantly influence graduates’ preparedness for the construction industry. Employing a mixed-methods approach, this study surveyed 465 full-time faculty members across 30 ACCE-accredited CM programs, evaluating their degrees and relevant industry experience. Recent graduates and industry leaders were surveyed to assess perceived readiness to work. The demographic findings revealed only 7% of faculty hold doctoral degrees in CM and 47% lack work experience in the field. The results also indicated that there is a linear relationship between programs with higher levels of industry experienced faculty and doctoral degrees in CM with enhanced career preparedness. The study proposes the Construction Faculty Qualifications (CFQ) Score, a metric combining academic and industry experience to evaluate and improve faculty qualifications comprehensively. The CFQ Score aims to drive accreditation requirements toward a more balanced combination of academic achievement and practical experience. This research underscores the necessity for CM-specific educational backgrounds and significant industry experience to enhance the quality and effectiveness of CM education.

Faculty Mindset, Goal Orientation, and Likelihood of Seeking Feedback About Teaching

Growth mindset and learning goal orientation are related to positive outcomes and experiences for both students and instructors in the higher education context. The present study examined growth mindset and learning goal orientation toward teaching as predictors of instructors’ likelihood of seeking feedback about their teaching. Considering that all feedback may not be perceived as equally valuable, we also examined the sources from which instructors were likely to seek feedback. Full-time faculty members (n = 103) responded to measures of general mindset, teaching mindset, teaching goal orientation, and likelihood of seeking feedback about teaching from multiple sources. They reported being more likely to seek feedback from students and department colleagues than from more distant colleagues. Learning goal orientation mediated the relationship between teaching mindset and likelihood of seeking feedback from students; instructors with more of a learning goal orientation reported a more growth-oriented mindset for teaching and greater likelihood of seeking feedback from students. We conclude that instructors who are learning goal-oriented are more likely to perceive teaching as a skill to be developed and thus are more likely to seek feedback, especially from students and close colleagues. Professional development programs (and reward systems in universities) may do well to focus on encouraging learning goal orientation in order to improve instructor performance.

BUSINESS SCHOOL FACULTY PERCEPTIONS OF CSR INITIATIVES ON COLLEGE/UNIVERSITY ORGANIZATIONAL CITIZENSHIP BEHAVIOR: THE MEDIATING EFFECT OF ORGANIZATIONAL IDENTIFICATION

Purpose-This study aims to explore the influence of faculty perceptions of corporate social responsibility (CSR) on their engagement in organizational citizenship behavior (OCB) within Nepal's Business school settings, with organizational identification tested as a mediator. Design/Methodology/Approach: Data were collected from 298 full-time and part-time Business school faculty members, both inside and outside Kathmandu, using a self-administered questionnaire. Step-wise regression analysis was employed to assess the research hypotheses. Findings: The findings indicate a positive relationship between faculty perceptions of CSR initiatives and their engagement in OCB. Additionally, organizational identification was found to be positively associated with OCB and partially mediated the relationship between CSR perceptions and OCB. Practical Applications: These results suggest that enhancing faculty perceptions of CSR could foster greater engagement in OCB, thereby benefiting organizational effectiveness and culture within Business schools. Strategies focusing on CSR communication and fostering organizational identification among faculty may be effective in promoting desired behaviors. Originality/Value: This study contributes to the literature by integrating insights from social identity theory and perceived external prestige theory in examining CSR perceptions and OCB among faculty in a specific cultural and organizational context, offering practical implications for management practices in educational institutions.

Gender representation in Canadian surgical leadership and medical faculties: a cross-sectional study

BackgroundOver the past two and half decades, Canadian medical school students have become majority female, and the medical workforce is therefore increasingly comprised of female physicians. Whether this change, however, has been reflected in the gender balance within medical school faculty positions and leadership has not been well studied in Canada.MethodsThis cross-sectional study examined the genders of full-time faculty members from the most recently available AFMC data, the current heads of departments of medicine and surgery from department websites and confirmed with respective universities.ResultsOverall, women held 40.5% of full-time faculty positions in Canadian faculties of medicine. Female representation decreased with increasing academic rank, from 57.8% of instructors to 50.8% of assistant, 39.2% of associate, and 28.1% of full professors, respectively, with the greatest rate of increase over the past decade among full professors (0.75% per year). The heads of departments of family medicine were majority female (67%), and heads internal medicine at parity (50% female), consistent with numbers of practicing physicians. However, the heads of surgical divisions were majority male (86% overall). Accounting for the gender balance of practicing surgeons, male compared to female surgeons were 2.9 times as likely to be division head (95% CI 1.78–4.85, p < 0.0001).ConclusionsWomen remain underrepresented in Canadian faculties of medicine in leadership positions. Leadership in departments of surgery has particularly low female representation, even relative to the proportion of practicing female surgeons within the respective discipline.

Faculty-Student Mentorship Effects on Faith-Learning Integration: A Comparative Study of Residential and Open and Distance Learning Programs in Selected Christian Universities in Kenya

Being the organizing paradigm and the unique hallmark for the life and mission of Christian higher educational institutions, faith-learning integration (FLI) has dominated educational research for several decades, whilst, a limited body of empirical studies that focus on faculty and students’ perspectives on its implementation currently exists. What is more, most researches on FLI are skewed toward students in traditional residential studies programs (RSP). This situation exists against the backdrop of the phenomenal growth of Christian higher educational institutions offering their academic programs via open and distance learning programs (ODLP). Based on these issues, the present study was poised to investigate the extent to which faculty-student mentorship affects FLI in RSP compared to the effects of ODLP in selected Christian universities in Kenya. This comparison was analyzed based on Randall Lehmann Sorenson’s attachment theory with the view to addressing the problem of whether or not the extent of faculty-student mentorship effects on FLI in the two programs were similar. This study employed a cross-sectional survey research design. Three Christian universities in Kenya were purposely selected to participate in the study, namely: Africa Nazarene University, (ANU), Daystar University (DU), and Kenya Methodist University (KeMU). The target population was students enrolled in the Bachelor of Education Secondary Option (BEd SO) program and faculty members teaching in the program. A total of 613 residential and 113 ODL students were randomly sampled, whereas, 12 full-time faculty members were purposely selected to participate in the study. Mailed and self-administered questionnaires were used for data collection. Validation of the instruments was carried out before they were tested using the split-half technique for reliability. Data were analyzed using descriptive statistics aided by contingency tables, percentages, and a Chi-square test of independence with the view to responding to two research questions. One null hypothesis was tested using a Chi-square test of independence at 0.05 level of significance with 2 degrees of freedom. The result of this analysis revealed that faculty mentorship effects on students’ learning integration in RSP are significantly different from students’ learning integration in ODLP. Major recommendations included the need for faculty in the selected Christian universities to develop close and dynamic mentoring relationships with students both in RSP and ODLP equally. There was also a need for faculty to creatively adopt effective FLI strategies to have a positive and transformative impact on students’ learning integration in the ODLP.

Design and Implementation of a Mentorship Education Program at Xavier University of Louisiana: Impact and Lessons Learned.

Historically Black Colleges and Universities (HBCUs), such as Xavier University of Louisiana (Xavier), have strong cultures of mentoring underrepresented students. We report on the design and implementation of the Preparing Mentors and Advisors at Xavier (P-MAX) Program, a mentor-training program at an HBCU. Over half of the full-time Xavier faculty members have participated in at least one P-MAX event over the life of the Program, with about 60% completing the 8-hour foundational workshop. Pre/post program self-assessments indicate that mentors report significant increases in both their mentoring skills and confidence. Recommendations to consider when designing and implementing a mentor training program are provided. These range from being thoughtful about who delivers the mentoring lessons to paying close attention to the specific audience and institutional culture.

지방대학의 중도 탈락에 영향을 미치는 대학 요인 분석

Objectives This study aims to analyze the determinants of dropout rates at a rural public university systematically. The study aims to contribute to the formulation of effective policies to reduce dropout rates. Methods Lasso regression was chosen as the research method for this study because it is suitable for selecting important variables in complex data sets. Results The analysis of the results indicates that the most decisive factor significantly influencing the dropout rate is being ‘not enrolled in a university.’ Additionally, research funding per full-time faculty member, which reflects the research environment of the university, was also found to be an important factor. Conclusions To address the issue of student dropout, the study recommends that universities create policies to encourage students to persist in their studies and improve the quality of the research environment. The study also provides practical directions for policy makers and educational planners to reduce dropout rates by enhancing stu-dent support and improving the quality of education.

Academic Neuroradiology: 2023 Update on Turnaround Time, Financial Recruitment, and Retention Strategies.

The ASNR Neuroradiology Division Chief Working Group's 2023 survey, with responses from 62 division chiefs, provides insights into turnaround times, faculty recruitment, moonlighting opportunities, and academic funds. In emergency cases, 61% aim for a turnaround time of less than 45-60 minutes, with two-thirds meeting this expectation more than 75% of the time. For inpatient CT and MR imaging scans, 54% achieve a turnaround time of 4-8 hours, with three-quarters meeting this expectation at least 50% of the time. Outpatient scans have an expected turnaround time of 24-48 hours, which is met in 50% of cases. Faculty recruitment strategies included 35% offering sign-on bonuses, with a median of $30,000. Additionally, 23% provided bonuses to fellows during fellowship to retain them in the practice upon completion of their fellowship. Internal moonlighting opportunities for faculty were offered by 70% of divisions, with a median pay of $250 per hour. The median annual academic fund for a full-time neuroradiology faculty member was $6000, typically excluding license fees but including American College of Radiology and American Board of Radiology membership, leaving $4000 for professional expenses. This survey calls for further dialogue on adapting and innovating academic institutions to meet evolving needs in neuroradiology.

Building a workforce of diverse women leaders: Understanding intersectional identities.

Women have made significant advancements in the dentist workforce, growing from 20% of dentists in 2005 to 34.5% in 2020. Women have also made inroads in academic dentistry. While much scholarship has documented a growing feminization in dentistry and efforts to promote gender equity in the profession, there has been less exploration of the intersectional identities of these women. This manuscript explores how academic dentistry can support diverse women's leadership focusing on intersectional identities. Applying the theoretical framework of intersectionality, we assess publicly available data to explore the percentages of faculty and deans who are women of color. Drawing upon best practices in higher education and our personal experiences, we explore opportunities to increase participation and support the advancement of women of color in academia. In the academic year 2018-2019, of the 5066 full-time faculty members, 40.5% were women. Minoritized women comprised 13.4% of full-time faculty members, compared to White women who were 20.6% of full-time faculty. Minoritized women comprised 7.3% of dental school deans, compared to White women who were 17.6% of deans. Intersectionality allows for a deeper examination of women in academic dentistry. Women of color are often erased in discussions about women in academic dentistry, even as the profession celebrates the progress made by women. Embracing the intersectional identities of women and by extension, people who identify as gender non-confirming may help dental schools to become humanistic environments where faculty and leadership represent the growing diversity in the profession and in the world.

패널 고정효과모형을 활용한 사회맞춤형 산학협력 선도대학(LINC+) 사업의 효과성 분석

This study used a panel fixed-effects model to analyze the effectiveness of the LINC+ project, focusing on key industry-academia-related education-related performance indicators and industry-academia cooperation outcome indicators. Through this, the purpose is to derive policy implications for the effective promotion of local government-centered industry-academia-research cooperation projects after the RISE transition. The panel fixed effects model analysis to analyze the effectiveness of the LINC+ project was analyzed by analyzing the treatment effect according to participation in the LINC+ project and the treatment intensity effect according to the size of the project cost, and was further analyzed by controlling the annual trend line and university characteristics. . In this model, the treatment effect analysis model is a model that verifies the performance between participating and non-participating universities by inserting a dummy variable for project participation, and the treatment intensity effect analysis model is a model that takes the logarithm of the support amount for each university and inputs it to participate in the project. This is a model that confirms the effectiveness of projects depending on the size of inter-university support funds. As a result of analyzing the effectiveness of the project between participating and non-participating universities through a panel fixed effects model, the performance indicators that have a static effect on project participation and project costs are the ratio of students completing capstone design and technology transfer per full-time faculty member. It appeared as an import fee. On the other hand, performance indicators that had a negative effect on project participation and project expenses were domestic research performance, employment rate, and proportion of students completing 4 weeks of field training. Based on the above analysis results, future RISE plans to continuously improve and advance the performance of industry-academia-research cooperation are as follows. First, there is a need to encourage problem-solving, industry-academia-linked curriculum such as Capstone Design to be actively reflected in the RISE project in the future. Second, each local government needs to prepare support measures to increase technology transfer fees, which is a representative result of value creation through industry-academia cooperation under RISE. Third, institutional support should be strengthened so that local governments, local companies, and local universities can discover various field training institutions through close collaboration and receive substantial field training for more than 12 weeks. Lastly, for a more rigorous analysis of the employment rate of the LINC+ project, it is necessary to analyze the effectiveness of the project only for departments participating in the LINC+ project.

Implementation of Digital Faculty Portfolio in Medical College Using an Intervention Mapping Approach.

The Digital faculty portfolio (DFP) is a well-established Teaching Portfolio, a tool that combines student evaluations with teaching materials, narrative reflections, and evidence of pedagogical effectiveness. The research aimed to test the DFP concept and determine whether faculty find it useful for integrating faculty activities, including teaching and extracurricular activities. Thus, the main aim is to identify key technical details that must be addressed before creating a larger DFP platform. This research study adopted a six-step theory- and evidence-based approach of an Intervention Mapping (IM) protocol to assess the need for a DFP-like program at the College of Medicine, King Saud Abdulaziz University for Health Sciences and the efficacy of the pilot DFP program. The study was done in three steps: 1) Evaluation of educational needs; 2) Design of the "DFP" program; and 3) Validation and refinement of the designed program. The college conducted the needs assessment using a validated survey with full-time faculty members. Eighty-two survey participants comprised the sample. We described to them the DFP implementation procedure, design, and advantages. The DFP is valuable to most users (60%) and has inherent benefits that boost professional competency (80%). Nearly 73% were willing to keep using and/or updating their DFP periodically. The created program was validated by sharing the findings with designated specialists in health professions education. Based on their comments, the program was further refined and ready for piloting. To maximize the potential of the platform's success, its capabilities should be consistently enhanced in addition to resolving technical issues. This program has managed to effectively identify new avenues for working on enhancing methods for effective communication, coordination and enhance the scope of evaluation process.

Reimagining Career Purgatory: Spiritual Tactics for Surviving as a Contingent Faculty Member

Abstract: This essay explores the challenge of living out one's career as a full-time contingent faculty member. It uses the structure of Dante's Divine Comedy to frame how stuck I feel in this role and offers spiritual tactics from Marguerite Porete and Evagrius of Pontus for surviving the discouraging features of the job while embracing the life-giving and joyful aspects of teaching and working with students.

RESEARCH AND EXTENSION PARTICIPATION OF PHYSICAL THERAPY FACULTY MEMBERS IN THE PRESENCE OF INTRINSIC-EXTRINSIC MOTIVATORS AND RELATED CRITERIA IN PERFORMANCE APPRAISALS

Introduction: The three thrusts of the Commission on Higher Education revolve around instruction, research, and extension. Performance appraisals (PA) have been utilized in various forms in different organizations, with the expected outcome of excellent employee performance. However, despite its utilization in universities, research and extension-related criteria seem to be limited in the appraisals. The study aimed to determine the following: (1) the likelihood of research and extension participation if related criteria are included in the PAs of physical therapy faculty members; (2) the relationship between intrinsic and extrinsic motivation and research or extension participation; (3) factors that are implemented or not by HEIs to enhance faculty engagement. Methods: A mixed method design was utilized, with dominance of quantitative over qualitative data. Seventy-five full-time faculty members of Physical Therapy programs responded to the survey. Data were collected for six months using the Google Form online questionnaire. Spearman Rho and descriptive statistics were used to examine the results. Responses to open-ended questions were manually grouped into categories using thematic analysis. Results: The research showed that physical therapy faculty members are more likely to participate in research and extension activities if related criteria are included in the appraisals. Further, the study revealed a significant relationship between the intent to participate in research and extension-related activities and intrinsic motivation, but it did not indicate an association when correlated with extrinsic motivation. Professional development is a strong intrinsic motivator. Discussion: The inclusion of research and extension-related criteria in performance appraisals and consideration of intrinsic motivators must be considered by academic institutions to encourage faculty members to participate in research and extension activities. The author recommends maximizing the positive effects of performance appraisals by providing clear expectations to faculty members. Furthermore, intrinsic factors may serve as powerful motivators and, therefore, should be thought of to encourage participation. A strong, robust, well-supported policy centered on the organization’s vision, mission, and goals is necessary for successful implementation.

INDIAN HIGHER EDUCATION SYSTEM: ASCENDANCY OF HEGEMONIC CULTURE AND INTERNATIONAL MULTICULTURALISM

Through this study researcher wants to find relationship between two dependent variables, i.e., hegemonic culture and international multiculturalism with that of independent variable, i.e. Indian higher education system. Since it becomes very important to know what effect multiculturalism and hegemonic culture have on our higher education system so that we can have more culturally responsive classroom practices in place. For this research, data was collected from university level teachers working at various positions like Professors, Associate professors, and Assistant professors. Full-time college faculty members made up the bulk of the data collecting samples. The information was gathered using a survey. &#x0D; All dependent variables i.e., hegemonic culture (0.010), international multiculturalism (0.02) have significant positive impact on the independent variable i.e., Indian Higher Education system, it was also observed that hegemonic culture (0.010) have the least impact on Indian higher education system. &#x0D; We see CRT in educational environments as all about leveraging diverse ethnic groups’ culture and experiences to educate more effectively. A culturally responsive classroom must allow children to keep maintaining both their academic success and their cultural identity. This research contributes towards a theoretical framework which is based on CFA Modelling of construct variables. In this we try to find out relationship between dependent variables like hegemonic culture, what is the role of an experienced teacher in facilitating culturally diverse classrooms and international multiculturalism on independent variable i.e., Indian higher education system.

Innovation of Talent Training Mode of Higher Vocational Education in the Information Age with Industry-Teaching Integration

Abstract The optimization of talent training structures and the promotion of scientific and technical accomplishments transformation may be achieved via the merger of industry and education with higher vocational education, particularly in the information technology era. This paper uses the fuzzy intuition stacked analysis method to compute the weights of the industry-education integration evaluation indexes and the binary semantics-based comprehensive evaluation method to convert the voice evaluation of experts into binary semantic information. According to the study’s findings, there will be 1,594 faculty members overall in 2021—114 more than there were in 2016. In 2021, there will be 1,012 full-time faculty members, representing 63.32% of the overall faculty members. Of the full-time professors on campus, 65.86% of them held a master’s degree in 2016. This represents the percentage of faculty degrees. 72.14% of all full-time professors on campus obtained their master’s degree in 2020, which is equivalent to 720 full-time faculty members. Furthermore, there is a general downward tendency in Institution B’s title faculty profiles from 2016 to 2020. Senior positions will be earned by 315 full-time faculty members, which is 31.56% of the total number of full-time professors on campus in 2020. In 2016 and 2020, the percentage of mid-level degrees was 48.38% and 45.19%, respectively. Assessing the degree of development of industry-taught integration can help modernize the governance structure and diversify the core integration. These developments will help enhance higher vocational education, enhance the development plan, and advance talent cultivation reform.

대학생 중도탈락에 영향을 주는 고등교육기관 요인 분석

This study aims to identify variables related to higher education institutions that significantly affect the dropout rate in college students. To this end, 2022 data was collected from the college alert site operated by the Ministry of Education and the Korea Council for Higher Education, and two waves of multiple regression analyses were collected using the dependent variable “dropout rate” and seven independent variables (average tuition, scholarships per student, competition rate, number of students per full-time faculty member, secured teaching position, grade point average (percentage), and employment rate). The first analysis was conducted on all 219 universities selected for the study, categorized by institutional type (public, private) and region (metropolitan, non-metropolitan), and the second analysis was conducted by crossing institutional type and region, and reclassifying them into four categories. The findings are as follows. First, “grade point average (-)” was the only variable that significantly affected the dropout rate in college students in schools classified as public in the first analysis and those classified as public in the metropolitan area in the second analysis. Second, “competition rate” and “secured school site” were the variables that affected the dropout rate in college students in all analyses except in the case of public universities. Third, “scholarship per student” was found to be a negative factor related to the dropout rate in the case of private universities in the metropolitan area. Fourth, the variables “number of students per full-time faculty member” and “employment rate” did not show any statistical effect in this study. Discussion of the findings and suggestions for future research on college student dropout are presented in the conclusion.

HESA Faculty Members as Academic Planners: Perspectives on Course Planning

Utilizing interviews with 44 full-time HESA faculty members, this study explores how they describe planning for individual courses. Findings suggest a model of course planning in which faculty members enter the process with particular beliefs and then make decisions as they consider existing syllabi, course objectives, course content, and student characteristics. Context further shapes the planning process. This study has implications for faculty members’ academic planning and further research on teaching in HESA programs.