Types Of Academic Institutions Research Articles

Influence of Supervision on Employee Retention in Public Universities in Central Rift Valley Region of Kenya.

The Public Universities are navigating an increasingly competitive landscape, necessitating the retention of key employees to secure and maintain a competitive edge. Globalization and innovative management practices have intensified competition for public universities, both locally and internationally. Critical human resource management practices such as promotion, training and development, remuneration, and employee supervision directly influence employee perceptions of their organization. This study aims to explore the impact of supervision on employee retention, grounded in expectancy theory. Utilizing a descriptive research design, the study targeted a population of 2,462 individuals, including teaching, administrative, and support staff. A sample of 217 respondents was selected through purposive, stratified, and simple random sampling techniques. The reliability of the research instruments was assessed using Cronbach’s alpha and a coefficient score of 0.87 was obtained indicating high reliability. Primary data was collected via questionnaires. Data analysis was performed using the Statistical Package for the Social Sciences (SPSS), employing both descriptive and inferential statistics. Descriptive statistics were presented through frequencies, means, standard deviations, and percentages in tables and charts, while inferential statistics included Pearson’s correlation analysis and both simple and multiple regression analysis, with hypotheses tested at a 5% significance level. Results from the Pearson’s correlation analysis indicated a significant positive relationship between employee supervision and retention (p < 0.05). Regression analysis confirmed that supervision significantly influences employee retention (p < 0.05). Consequently, the study recommends that universities develop and implement effective supervisory support guidelines. Future research could explore the role of other factors such as compensation structures, institutional culture or career development opportunities in influencing employee retention, particularly in different types of academic institutions or in other geographical regions.

Does Online Education Make Students Happy? Insights from Exploratory Data Analysis

This study investigates the impact of online education on student happiness. Utilizing a dataset of 5715 students sourced from Bangladesh, we employed an exploratory data analysis to analyze the quantitative data. The key finding is that there is a prevalent trend of dissatisfaction with online education among Bangladeshi students, regardless of demographic factors like age, gender, education level, preferred device for access, or type of academic institution. The dissatisfaction trend highlights the need of continuous improvements and targeted interventions are essential to ensure online education not only enables academic success, but also supports the overall wellbeing and happiness of students in the context of a developing country.

Scientific activities, and extent of collaborative efforts in the top academic institutions of India : A scientometric study using Web of Science data

Using more than one lakh publication records from the Web of Science database, we tried to identify the scientific activity (publications, collaborations and citations), sectors of collaboration (University- Industry-Government), & subjects of collaboration in the top 10 NIRF ranked engineering institutes and universities in India. The study indicated that collaboration in different types of academic institutions has steadily increased from 2011 to 2020. Greater growth has been observed in domestic collaboration than foreign collaboration. The international collaboration network tends to be very dense with more advantageous countries. Although, international collaboration resulting in more citations, the fractional impact strength of domestic publications is better than foreign. The impact factor of the journal was observed to be a better predictor than the number of authors per article. University-University sector – mainly different departments of the same institute emerge as the predominant form of domestic collaborative research. While assessing the disciplinary output of the top 10 institutions by establishing a subject framework based on the Frascati Manual and Essential Science Indicator of Clarivate, it was observed that Civil, Mechanical & Electrical Engineering; Chemical, Material & Environmental Engineering; Chemical Sciences, and Theoretical aspects of Physics were the major fields amongst science disciplines with overall 52% of domestic and 48% of foreign collaboration.

A multi-year evaluation of medical student performance on and perceptions of collaborative gross anatomy laboratory examinations.

Collaborative testing and its benefits have been reported in diverse disciplines across different types of academic institutions. However, there has been minimal research conducted on collaborative assessments in medical schools, particularly in the gross anatomy laboratory. The objectives of this study were to explore the effect of collaborative anatomy laboratory examinations on student performance and to gauge student perceptions of this assessment format. This study examined five academic years of medical students' performance on a two-stage, collaborative anatomy laboratory examination wherein each student's overall score was a weighted combination of scores from the individual and team examination. Analyses of a descriptive survey capturing students' perceptions of the assessment method were also performed. Individual examination averages increased since implementing the collaborative assessment (p < 0.001), and team examination averages were higher than individual examination averages (p < 0.001). Teams outperformed each of their team members 98% of the time. Teams had a greater than 0.90 incidence of answering a question correctly if more than one person in the group got the answer correct on the individual portion, and a 0.66 incidence of answering correctly if only one person in their group answered correctly on the individual portion. Student feedback identified the discussions and learning that took place during the team portion to be a beneficial feature of this assessment format. Students also reported that this collaborative assessment made them feel a higher level of responsibility to perform well, and that it improved their understanding of gross anatomy.

Between Academia and the Field: The Case of School Counselling Effectiveness of School Counselling Training and Its Impact on Professional Identity

Previous studies confirmed that training for master’s programs for school counseling is deficient. The present study differentiates between three types of academic institutions that train school counselors in Israel: Universities, education colleges and academic colleges, in terms of how professional counselors evaluate the efficiency of academic studies to the school fieldwork and their impact on personal and group professional identity. A total of 158 school counselors, divided into groups of educational institutions, participated in this study. Of whom 5 men and 153 women, aged 27 to 63 years (M = 43.63; SD = 8.11), while the seniority in counseling profession ranged from 1 to 32 years (M = 9.65, SD = 7.60). After factor analysis of the ‘School Counselling Training Efficiency’ questionnaire, a significant difference between the training institutions was found only in the training efficiency, but not in professional identities. Universities-trained counselors reported less training efficiency than counselors trained at education and academic colleges. The average of academic training efficiency was also low in two typical colleges. Training efficiency fully mediated the relationship between training institution and both professional identities. The research findings raised pointed questions about the efficiency of training for school counselors in academia, in all educational institutions. It is important to develop evaluation of school counseling students in their training to support personal and group professional identity.

Guidelines for Advancing Diversity, Equity, Inclusion, and Respect in Programs Offering Bachelor’s Degrees in Chemistry

The chemical enterprise is recognizing that inclusive and equitable environments are essential to its mission and advancement. As such, the education and training of chemists requires a reassessment of how academic programs integrate diversity, equity, and inclusion (DEI) as a core principle of educational quality. This article describes a 3-year process that resulted in integrating experiences, ideas, priorities, and feedback from the chemistry community into a set of guidelines that agrees with the American Chemical Society (ACS)’s core value of diversity, equity, inclusion, and respect (DEIR). The process included learning about current DEI practices through a focus group, surveying stakeholders about the role of DEI in chemistry education, bringing together department chairpersons from all types of academic institutions from across the nation to discuss how they would adapt to DEIR guidelines, and synthesis of the DEIR guidelines that will be incorporated into the ACS Guidelines for Bachelor’s Degree Programs. The guidelines, described in this article, provide a DEIR baseline to maintain ACS Approval (critical requirements), direct programs to support and develop a DEIR culture (normal expectations), and exhort programs to make DEIR a priority (markers of excellence). It is anticipated that the DEIR guidelines will promote a DEIR culture among chemistry programs and that these guidelines could be adapted to other disciplines and organizations.

To the Side, to the Side: Academic Libraries and LibGuides Layout Adoption

ABSTRACT In 2014, Springshare introduced a new LibGuides layout option. In addition to the traditional horizontally-tabbed layout (top navigation), LibGuides designers now have the option of vertically-arrayed tabs on the upper left-hand side of the page (side navigation). Like the university hosting this study, schools have, to varying degrees, shifted their LibGuides toward side navigation and away from top navigation. To better understand the research behind this migration, researchers at the University of Northern Iowa conducted a thorough literature review on navigation menu location preferences and navigation menu efficacy within the field of librarianship and computer science. This review identified a complex and diverse set of results not often reported in the library literature. To gauge the extent of migration toward side navigation in LibGuides, this study investigated the navigation layout of the ten most visited LibGuides at 462 academic libraries throughout the United States during the summers of 2019 and 2021. While the majority of the LibGuides reviewed at research universities are now in side navigation format, the adoption rate of side navigation in LibGuides differed dramatically by the size and type of academic institution.

Vers une autre institution universitaire ? L’expérience paritaire au CLU de Brest en mai-juin 1968

Mai-juin 1968 a profondément bousculé l’université française. Des premières contestations étudiantes le 3 mai 1968 à la loi Faure en septembre 1969 qui semble prendre la mesure du malaise pourtant discernable avant les événements se déploie une séquence étudiante sur fond de crise sociale massive. Si les étudiants et les étudiantes contestent volontiers dans la rue, on ne peut passer sous silence le très important travail de réflexion sur l’avenir des universités qui s’est fait durant les évènements dans les amphithéâtres universitaires, mené tant par les étudiants que par les enseignants. Pourtant nous n’avons que peu de traces de ces réflexions notamment au niveau local. L’exemple du Collège Littéraire Universitaire de Brest constitue l’occasion d’évoquer les questionnements et les actions menées par une communauté universitaire située à la pointe de la Bretagne, communauté dont les caractéristiques, tant sociales que culturelles, tranchent avec les représentations nationales voire parisiennes. Pour autant, ce moment de réflexion participe également de l’affirmation de la nécessité d’une évolution tant politique que sociale propre à toute une génération.

Perspectives in Hiring Academic Librarians with Frequent Job Changes

ABSTRACTLibrarian candidates’ frequent job changes can affect the probability of being hired. The aim of this study is to investigate the perspectives of library administrators and other librarians who had made hiring recommendations (e.g., served in search committees) toward librarian candidates with frequent job changes; 230 participants completed the online survey. Age, gender, type of academic institution and the number of libraries that the participant had worked during their career were not predictors of bias. More than half believed frequent job changes reflected unfavorably on candidates. Findings suggested that there is no systematic bias of librarian candidates with frequent job changes.

A survey of information literacy credit courses in US academic libraries

Purpose There is a lack of data about information literacy (IL) credit courses in US academic libraries. This paper aims to provide a detailed snapshot of IL credit courses, including percentages of libraries that offer credit courses, the number of credits offered, the audience and how public institutions differ from private nonprofits and for-profits. Design/methodology/approach The authors surveyed a stratified random sample of libraries at higher education institutions across all categories from the Carnegie Classification of Institutions of Higher Education. Qualtrics software was used to create and distribute the email survey. The response rate was 39 per cent (n = 691). Findings In all, 19 per cent of the institutions in the survey have IL credit courses taught by librarians. Large institutions, public institutions and those granting doctoral degrees are the most likely to offer IL credit courses. The majority of these courses are undergraduate electives of 1-2 credit hours offered under the library aegis, although a significant minority are required, worth 3-4 credit hours, and taught within another academic department or campus-wide program. Originality/value The findings update previous surveys and provide a more granular picture of the characteristics of librarian-taught credit-bearing courses, the types of academic institutions that offer them and compensation teaching librarians receive. This survey is the first study of credit-bearing IL instruction to include for-profit colleges and universities.

An Exploratory Study on Post-tenure Research Productivity Among Academic Librarians

The author conducted a survey of librarians at different types of academic institutions who had earned tenure or an equivalent form of permanent appointment. The purpose was to illuminate the forms of research that are valued at different types of institutions, the extent to which tenured or permanently appointed librarians produce research, and in particular, their perceptions and motivations concerning research productivity. Key findings showed high levels of post-tenure productivity among survey participants, and the emergence of grant activity as a valued form of research. Furthermore, respondents provided comparative perceptions of pre- and post-tenure scholarship, and they described a suite of overlapping extrinsic and intrinsic motivators affecting their research production.

A Survey of Academic Use of Interfaces

We conducted a survey of academically affiliated members of INFORMS to better understand the extent of the current usage of Interfaces. We asked respondents if and how they use Interfaces as a resource in teaching and research, and we also asked a series of questions about their careers and the institutions at which they are employed. Our results show that Interfaces is used mostly in teaching MBA core and elective courses and MS and PhD courses in operations research and operations management. Edelman papers are generally used mostly for teaching and reference in research. In this paper, we describe some differences based on type of academic institution and on whether the respondent is an Interfaces subscriber; we also identify opportunities for Interfaces.

The Impact of Exam Environments on Student Test Scores in Online Courses

While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions.

Learning Outcomes in an online vs traditional course

Relative enrollment in online classes has tripled over the last ten years, but the efficacy of learning online remains unclear. While two recent Meta analyses report higher exam grades for online vs. traditional classes, this body of research has been marked by two recurrent limitations: (1) a possible problem of selection bias wherein students self select the mode of course delivery and (2) a relative lack of proctoring of exams in online sections. Both of these confounders contribute to observed differences in performance. The present study addresses these limitations. Data refer to 64 students enrolled in criminology classes at a Carnegie research extensive university. Due to an administrative error in the course schedule, which failed to list one section as online, students were unable to self select into the online section, creating a rare opportunity for quasi randomization of students into sections. Both sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. All exams were proctored by the instructor. The central independent variable is method of delivery of content: online vs. the traditional classroom. Controlling for other constructs, there was no significant difference between exam scores. Also, student evaluations did not differ between sections. Controlling for selection effects and the proctoring of exams, the academic performance of online students was the same as that of traditional students. Future work is needed for other courses, other fields, and other types of academic institutions.

Contra-Diction

This article summarizes findings from several investigations that have performed a DICTION-based content analysis of the mission and vision statements of distinctive types of academic institutions. Key linguistic components found to constitute a well-conceived, viable, and easily diffused institutional vision were isolated, measured, and compared to normative scores gathered from a nation-wide sample of colleges and universities. Findings revealed significant stylistic differences across institution types regarding clarity, complexity, pragmatics, optimism and the ability to unify the campus community, as well as key differences between mission and vision statements. In doing so, they provided a prescription for how mission and vision statements can better serve as guiding, governing, and self-promotional documents, particularly in times of crisis, change and negative press.

A Current Snapshot of Institutional Repositories: Growth Rate, Disciplinary Content and Faculty Contributions

INTRODUCTION The purpose of this study was to examine current institutional repository (IR) content in order to assess the growth and breadth of content as it reflects faculty participation, and to identify successful strategies for increasing that participation. Previous studies have shown that faculty-initiated submissions to IRs, no matter the platform, are uncommon. Repository managers employ a variety of methods to solicit and facilitate faculty participation, including a variety of print marketing tools, presentations, and one-on-one consultations. METHODS This mixed method study examined faculty content in IRs through both a quantitative analysis of repository content and growth rate and a qualitative survey of repository administrators. Repositories using the Digital Commons repository platform, hosted by Berkeley Electronic Press, were examined in the fall and winter of 2013-2014 to assess the disciplinary scope of faculty content (n=107) and to measure the growth rate of IR content (n=203). Repository administrators at 205 institutions were surveyed to investigate what methods they used to facilitate faculty participation and their perceptions about the effectiveness of these methods. RESULTS Mean and median growth rates of IRs have increased since measured in 2007, with variance depending upon size and type of academic institution and age of the IR. Disciplinary content in IRs is unevenly distributed, with the Sciences predominantly represented. IR administrators remain actively involved in the submission process and in the promotion of their IRs. Personal contact with individuals or groups of faculty is the most used and successful interaction method. CONCLUSION Though IR growth rate has increased, the growth is not consistent across all IRs and does not yet pose a challenge to traditional models of scholarly publication. The rising amount of faculty content in IRs indicates faculty are increasingly willing to participate in the IR movement. However, faculty involvement may be more passive than active.

On the Horns of a Dilemma: The Institutional Vision of Church-Affiliated HBCUs

Historically Black colleges and universities (HBCUs) have been subjected to harsh criticism within the higher education community. A common theme is that their shared and archaic mission compromises academic standards, hinders effective leadership and competing in the higher education marketplace, and, in the case of church-affiliated HBCUs, effectively communicating their religious avocation. A content analysis of the institutional vision of church-affiliated HBCUs was performed and key linguistic components found to constitute a well-conceived, viable and easily diffused institutional vision were isolated. The prevalence of these components in comparison to other types of academic institutions is discussed and ways in which this information can be used to address the current challenges are presented.

Motivational and Judgment Predictors of African American Academic Achievement at PWIs and HBCUs

In this study we investigated whether African American students at historically Black colleges and universities (HBCUs) differ from African American students at predominantly White institutions (PWIs) in academic motivation and judgment, and whether type of academic institution (HBCU, PWI) moderates relationships between these differences and academic achievement. Results indicate that HBCU and PWI students differed in several characteristics, and that type of institution moderated relationships between two of the three characteristics examined and achievement. Theoretical implications in light of Peters and O'Connor's (1980) concept of situational constraints are discussed, as are practical considerations pertaining to student advising.

David P. Zgarrick .Getting Started as a Pharmacy Faculty Member. Washington, DC: American Pharmacists Association; 2010. 136 pages, $29.95 (softcover) ISBN 978-1-58212-149-9.

As I begin my fourth year as a pharmacy faculty member, I can certainly attest to the challenges, frustrations, rewards, and satisfaction associated with a new academic career. I would not trade it for anything in the world. Getting Started as a Pharmacy Faculty Member captures all of these elements. Written for those considering an academic career in pharmacy (and even those who already have one), the book chronologically walks through one's decision to be a faculty member, to understanding the academic environment, to obtaining an academic position, to using recommendations for success in such a position. The first 2 chapters set the stage for a discussion about an academic pharmacy career by answering the questions, “Why should I consider a career in academic pharmacy?” and “Is academic pharmacy right for me?” The author thoroughly describes the work of a pharmacy faculty member under the tripartite mission of teaching, scholarship, and service. He reinforces that institutions will vary in their expectations of these 3 roles. In the third chapter, the author explores the structure, function, leadership, and operation of universities and schools of pharmacy, outlines different types of academic institutions and faculty appointments, describes how decisions are made at a variety of levels, and describes the role of faculty members in governing an institution and making decisions. In the fourth chapter the author discusses ways in which students and professionals can prepare for an academic career in pharmacy through residencies, research fellowships, and graduate school. In chapter 5 the process of obtaining a faculty position is described. In chapter 6, the author provides interviews with 5 pharmacy faculty members representing a variety of backgrounds and positions. They discuss their educational background and training, their decision to choose an academic career, and their experiences as faculty members. Finally, chapters 7 and 8 contain recommendations for successfully starting and maintaining an academic career and provide resources that new pharmacy faculty members can use to facilitate their success in the academic setting. Getting Started as a Pharmacy Faculty Member is thorough but clear in its presentation of all aspects of the academic pharmacy position. It is written appropriately for pharmacy students, but is also valuable to pharmacy professionals and faculty members. The author provides practical points, but also calls for introspection by the reader. With regard to structure, the book is well-organized by the use of headings, tables, examples, and key points that are summarized and bulleted. Additionally, each chapter concludes with a list of resources (with descriptions) for further reading. This book is designed to be a resource for all audiences (pharmacy students, residents, graduate students, research fellows, postdoctoral students, and professionals) interested in an academic career. This book also would be useful for instructors in advanced pharmacy practice experiences and residencies, instructors of elective courses concerning academic careers, and for faculty members who encounter professional and postgraduate students who display interest in, or promise for, an academic career. That being said, this book also would be beneficial and informative for pharmacy faculty members in the early years of their career. Getting Started as a Pharmacy Faculty Member sets realistic expectations for the challenges and rewards of an academic career in pharmacy. I would highly recommend this book to anyone considering a career as a pharmacy faculty member, or anyone mentoring someone who is considering such a career. Not only will it aid in career decision-making, but I strongly believe that it will inspire pharmacy students, postgraduate students, and professionals to join the academic ranks. As those of us in pharmacy schools already know, there is no time like the present.

Effect of Entrepreneurial Behaviour on Researchers' Knowledge Production: Evidence from Canadian Universities

AbstractThe article studies the differences in knowledge production between academic researchers. In this perspective, it attempts at first to answer the following question: what factors explain differences in knowledge production between Canadian researchers in natural sciences and engineering? After a presentation of some of the empirical evidence related to this first question, a distinction between two types of academic institutions, entrepreneurial versus non‐entrepreneurial universities, is introduced. Drawing from this distinction, four empirical models are suggested to test differences in knowledge production between entrepreneurial and non‐entrepreneurial researchers. The results show, first, that funding, time devoted to teaching activities, research team and individual attributes have a similar but differentiated impact on knowledge production of entrepreneurial and non‐entrepreneurial researchers. Second, there are some unbalanced effects of the variables co‐operation, time devoted to research activities, academic fields and university size on the knowledge production of Canadian researchers on natural science and engineering.