Study Of Faculty Members Research Articles

Analysis of Individual Performance through Job Satisfaction: A Study of Faculty Members in Public Sector Universities in Sindh, Pakistan

Job satisfaction is the fundamental factor to enhance individual job performance. The teacher's performance affects the optimum level of university students learning and development. The main purpose of this research is to analyze the impact of job satisfaction on individual teachers' performance in public sector universities in the Sindh province of Pakistan. The empirical data was collected through structured questionnaires. A sample of 500 working faculty members was chosen and a structured questionnaire was distributed among them. KMO is 0.653. The reliability of scales is above 0.7. A single Harman test suggests 14% variations in 1st factor. Component matrix applied for the relationship among items. Findings suggest that compensation (β= 0.293, p=0.000), promotional opportunities (β=0.128, p=0.046), work environment (β=0.112, p=0.015), training opportunities (β=0.136, p=0.034), relationship with supervisor (β=0.223, p=0.000), nature of work (β=0.274, p= 0.000) and performance appraisal (β=0.139, p=0.000) are found conducive to enhancing individual performance but workgroup (β=0.185, p=0.057)has no impact in the enhancement of individual performance. It demonstrates that job satisfaction is a significant element in improving individual performance. Job Satisfaction policies should be developed by management to maintain the contentment of their teachers. The hygiene components of Herzberg's theory should be thoroughly studied and implemented in public sector universities to improve job satisfaction and maximize teaching performance.

University Teachers’ perspective on HEC’s Faculty Appointment Criteria: An Interpretive Phenomenological Analysis

System devised by the Higher Education Commission (HEC) for Higher Education Institutions (HEI) aims to promote innovation and develop human capital. The efficiency of the system is ascertained if it could help in recruitment and retention of faculty members. Therefore, the study of faculty members' perspective on HEC’s Faculty Appointment Criteria (FAC) is needed to determine whether it motivates and facilitates them. This study reports the faculty’s perspectives on FAC. This qualitative interpretive phenomenological study gathers data using a semi-structured questionnaire for interviewing. The analysis reveals that the criteria do not cover the overall performance of faculty members and is only based upon minimum qualification, duration of service and number of publications. There is a dire need of reviewing the current appointment criteria and for that the involvement of all stakeholders is suggested to devise a profound scheme for better human resource development at HEIs of Pakistan.

Opportunity, job pressure and deviant workplace behaviour: does neutralisation mediate the relationship? A study of faculty members in public universities in Nigeria

PurposeThe purpose of the present study was twofold: (1) to examine the direct effect of the dimensions of opportunity (i.e. ethical climate and institutional policy) and dimensions of job pressure (i.e. workload and work pressure) on workplace deviance (i.e. organisational and interpersonal deviance) and (2) to assess the mediation of neutralisation in the relationship between the dimensions of opportunity, job pressure and workplace deviance.Design/methodology/approachThe present study drew from the fraud triangle theory (FTT; Cressey, 1950) and the theory of neutralisation (Sykes and Matza, 1957) to achieve the research objectives. Survey data from 356 full-time faculty members in Nigerian public universities were collected. Partial least square-structural equation modelling (PLS-SEM) was employed to analyse the data.FindingsThe results indicated that opportunity and job pressure significantly affected workplace deviance. As expected, neutralisation was found to mediate the negative relationship between ethical climate and interpersonal deviance and the positive relationship between workload, work pressure and interpersonal deviance. Contrary to expectation, neutralisation did not mediate the relationship between opportunity, pressure and organisational deviance.Research limitations/implicationsThe sample was drawn from academics in public universities and the cross-sectional nature of this study means that the findings have limited generalisations.Practical implicationsThis study offers insights into the management of Nigerian public universities on the need to curb workplace deviance amongst faculty members. This study recommends that the management improve the work environment by enhancing the ethical climate and institutional policies and reviewing the existing workload that may constitute pressure to the faculty members.Originality/valueThe present study provides empirical support for the fraud triangle theory and theory of neutralisation to explain workplace deviance.

Academic and Personal Identity: Connection vs. Separation

ABSTRACT This article describes a qualitative study of faculty members’ personal versus academic identities based on interviews with 31 self-identified social work faculty members of diverse groups. Participants were recruited with consideration of the following: gender, gender identity and expression, sexual orientation, race, ethnicity, or religion, to explore the impact of connecting vs. separating one’s academic and personal identity. Data were collected using direct scribing which allows the researcher and participant to collaborate in the interview process. Social work faculty reported their experiences with identity management as it relates to interactions with students, colleagues, and administrators alike, as well as how it influences their teaching and research. Implications for social work education and the academy are considered.

Site Visit Application in Construction Education: A Descriptive Study of Faculty Members

ABSTRACTConstruction site visits are interactive experiences that enhance students’ understanding of real construction practices. Site visits create an interactive learning environment for students and provide exposure to a real-world spatiotemporal experience of a construction project. This article explores construction site visit application as an educational component in construction curriculum. An online survey was conducted to assess the current status of site visit application in construction education, benefits and barriers of their implementation, and the role of virtual site visits as alternative experiences to real site visits. This study focused on university faculty members in construction programs across the United States. The results of the study show that faculty members predominantly reported to have had zero or one to two site visits for each construction core subject areas taught throughout their careers. Furthermore, respondents indicated that the benefits of observing and interacting with the environment and the professionals present in a construction site are exceptionally important for the students. The respondents also remarked that the spatiotemporal challenges of construction projects are the most significant barriers for site visits. Finally, the study also revealed that a low percentage of the faculty have had educational experiences with virtual site visits.

Using a “Messy” Problem as a Departmental Assessment of Undergraduates' Ability to Think Like Psychologists

Abstract This article presents a case study of faculty members in a psychology department whose shared questions about pedagogy and learning informed a data-driven curricular review and revision using an open-ended assessment that privileged deep learning. The authors describe the development of this assessment and how its results across the arc of the major led to a revision of the department's curriculum, including the creation of new courses that focused on developing students' abilities to “think like psychologists.” The study indicates that faculty intuitions of potential problems in student learning can be successfully assessed and then addressed through curricular changes.

Reference librarians and the success of institutional repositories

PurposeThe purpose of this paper is to review the purpose, methods, and selected results of a study of faculty work practices, especially as they bear on the creation, location, and use of grey literature and the design and use of institutional repositories.Design/methodology/approachBased on a work‐practice study of faculty members and researchers at the University of Rochester. The methodology used videotaped interviews to record and analyze how participants accomplish such tasks as using web‐based research and writing tools, organizing books and papers, and staying current.FindingsReviews six key research findings related to the understandings and attitudes faculty members hold regarding institutional repositories and the role of librarians in developing institutional repository collections. Explains why librarians have found it difficult to attract faculty participation from the perspective of user needs and work practices.Research limitations/implicationsThe study is based on field research with a small number of participants in six departments across the sciences, social sciences, and humanities. Access to faculty participants was limited.Practical implicationsRecommends new strategies for institutional repository design, recruitment of content, and outreach by librarians based on the six key research findings. Proposes an expanded role for librarians as liaisons to faculty who wish to share their work using the library's repository system.Originality/valueThe paper presents original research that addresses a current problem in the area of institutional repositories: why faculty members have not taken full advantage of new technologies that help them share their work. It lists the practical steps that librarians can take to improve faculty participation in repository projects and to increase access to grey literature for all scholars.

Building scholars: A qualitative look at mentoring in a criminology and criminal justice doctoral program*

The utility of mentoring has attracted a great deal of scholarly attention, but little of this attention has been specific to criminal justice and criminology. This article reports the findings from a qualitative study of faculty members' and students' perceptions of mentoring, and the foreground dynamics in mentoring in a criminology and criminal justice doctoral program. Topics include who receives mentoring and why, how mentors and protégés find one another, and what types of mentoring activities are viewed as more and less helpful. This analysis suggests that practical considerations such as availability and shared interests are the common thread in most issues related to the quality and quantity of mentoring. Implications for mentoring practices, including the benefits of work-based fellowships and students' control in the mentoring process are also discussed.

Fostering self-directed learning in the university setting

ABSTRACT This paper addresses instructional issues in fostering self-directed learning (an adult education concept) in the higher education classroom setting. A study of faculty members' beliefs and practices examined the nature and extent of instructor support for self-directed learning at a Canadian university. The majority (87%) of study participants did not support self-directed learning; among the small number of faculty members with attitudes that were fully supportive of self-directed learning, instructional practices did not always exemplify their apparently strong convictions about fostering students' self-directed learning. Results have implications for the ways self-directed learning is conceptualized in the adult education literature and the ways it is fostered in the higher education setting. Discussion focuses on identifying and examining the barriers to effective instructional support for self-directed learning in the modern-day university.

“Belonging to Romanticism”: Discipline, Specialty, and Academic Identity

The meanings of work in a scholarly specialty are central to the making of academic and disciplinary identity. This paper reviews how disciplines may be understood as institutions. It then offers an account of a single English professor and the organization of a course reflecting his specialized intellectual commitments and general approach to teaching. The study is framed in the form of representative “dialectics” in academic careers. The paper argues for more “local knowledge” in the study of faculty members, with attention to how specialization presents discipline-specific opportunities for academic identity and professional development.

Age and the College Teacher

the steady lengthening of human life, from a median age of thirty-five in 1880 to fifty in 1900, seventy at present, and a projected seventy-five-plus for men and eighty for women by 1975, coupled with marked gains in physical health, many more years can be given to productive endeavors. But in the growing literature on the process of aging in American society 1 a process that literally starts with conception remarkably little has been reported regarding the career patterns of college teachers of different ages. Because few materials beyond anecdotal accounts could be located, the present materials have been drawn from Minnesota studies conducted for other purposes. Included among the sources are a recent study of faculty members in Minnesota's forty-three recognized colleges,2 which replicated the Eckert-Stecklein study of the job motivations and satisfactions of college teachers made twelve years earlier,3 the follow-up study a decade later of 708 persons granted Minnesota Ph.D.'s in the 1954-56 period,4 and recently summarized information concerning faculty participation in the governance of the University of Minnesota since 1945.5