Relevant bibliographies by topics / Academic staff and Universities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic staff and Universities'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Academic staff and Universities"

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Wei Chong, Chin, Yee Yen Yuen, and Geok Chew Gan. "Knowledge sharing of academic staff." Library Review 63, no. 3 (2014): 203–23. http://dx.doi.org/10.1108/lr-08-2013-0109.

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Purpose – The aim of this study is to build upon Jain et al.'s (2007) work by investigating the knowledge-sharing barriers and strategies of academic staff in public and private universities in Malaysia which have received relatively little research attention to date. Design/methodology/approach – A survey of 502 questionnaires was collected on both public and private universities in Malaysia. Data were analysed using SPSS. Findings – The overall findings show that private universities are more effective and are more willing to share knowledge. Linking knowledge sharing with non-monetary rewar
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YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.

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This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles
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Okeke Emeka, Paul. "Effect of adequate academic staff-mix on staff job performance in south-eastern Nigeria Universities." Kampala International University Journal of Education 3, no. 2 (2023): 31–40. http://dx.doi.org/10.59568/kjed-2023-3-2-04.

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The study examined the effect of adequate academic staff mix on staff job performance in south eastern Nigeria universities. Descriptive survey research design was adopted for the study. The population for the study consisted all academic staff of public universities in south eastern Nigeria. six hundred (600) academic staff were sampled using multistage sampling technique which involves random selection of three (3) Federal universities of university of Nigeria Nsukka, Nnamdi Azikiwe university Awka and Federal university of Technology Owerri and three (3) state universities of Enugu state un
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May, Robyn, Glenda Strachan, and David Peetz. "Workforce development and renewal in Australian universities and the management of casual academic staff." Journal of University Teaching and Learning Practice 10, no. 3 (2013): 27–51. http://dx.doi.org/10.53761/1.10.3.3.

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Most undergraduate teaching in Australia’s universities is now performed by hourly paid staff, and these casual academics form the majority of the academic teaching workforce in our universities. This recent development has significant implications for the careers and working lives of those staff, for other academic staff, and for students, implications which are yet to be closely examined. Investigation of the working conditions of casual academic teaching staff is important, as the ageing of the continuing academic workforce suggests the universities will need to consider workforce developme
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Orukotan, Caleb Ilemobayo, and Augustine Dokpesi. "STAFF WELFARE AND UNION ROLES IN NIGERIAN UNIVERSITIES." Caleb International Journal of Development Studies 07, no. 02 (2024): 105–17. https://doi.org/10.26772/cijds-2024-07-02-07.

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This study explored the dynamics of interactions between the Academic Staff Union of Universities (ASUU) and its members, focusing on their perceptions of staff welfare in Nigerian universities. Drawing on Social Exchange Theory, the study examined how Academic Staff Union of Universities members invest in the union with expectations of reciprocal benefits, particularly in advocating for their welfare. A descriptive survey design was employed, with data collected from Academic Staff Union of Universities members in six universities through questionnaires and interviews. Findings reveal signifi
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Karaca, Feyyaz, and Ali Riza Erdem. "The Academic Expectations of Academic Staff from Their Universities." Anthropologist 18, no. 2 (2014): 399–412. http://dx.doi.org/10.1080/09720073.2014.11891558.

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Awe, Bolupe Abayomi, and Rose Nkem Tilije. "Exploring the Goldmine for Academic Staff Profession Development Programmes in Nigerian Public Universities." Religación. Revista de Ciencias Sociales y Humanidades 7, no. 32 (2022): e210914. http://dx.doi.org/10.46652/rgn.v7i32.914.

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The paper examined the state of the academic staffing situation in Nigerian Public Universities with various factors constraining their professional development. Funding was identified as a major factor with attendant consequences such as brain drain, academic staff deficit, structural imbalance in the distribution of academic staff and inadequate capacity-building programmes for their staff. The paper observed that most Nigerian universities lack the framework for internal staff development programmes for their academic staff. Various internal capacity building programmes that could be organi
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Too, Edwin K., Micah C. Chepchieng, and John Ochola. "EFFECT OF ACADEMIC STAFF RETENTION ON QUALITY EDUCATION IN PRIVATE UNIVERSITIES IN KENYA." Problems of Education in the 21st Century 64, no. 1 (2015): 86–94. http://dx.doi.org/10.33225/pec/15.64.86.

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In recent years, there has been an increase of students’ enrollment in private universities in Kenya. In effect, there has been a great need to recruit and retain quality academic staff. Studies reveal that it has been difficult to retain academic staff especially in private universities in specialized areas and required experience. A literature gap exists in Kenya on the effect of academic staff retention on the quality of education in private universities. The aim of the study was to determine the effect of academic staff retention on quality education in private universities in Kenya. A sur
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Hatamleh, Dr Amer. "Does Emotional Intelligence Prompt Knowledge Sharing Behavior among Academic Staff." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 11 (2021): 24–37. http://dx.doi.org/10.17762/turcomat.v12i11.5823.

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The presented paper aims to reveal the direct and indirect relationship between emotional intelligence and knowledge sharing behavior among academic staff in Jordanian universities. Furthermore, it aims to examine the mediation effect of knowledge sharing intention on the relationship between emotional intelligence and knowledge sharing behavior. Convenience sampling was used to collect data from 191 academic staff from private universities in the northern region of Jordan. First, data were tested for validity and reliability. Second, Structural Equation Modeling (SEM) was applied to analyze t
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Buckman, Akuffo, Okae –. Adjei Samuel, and Baah Paul. "A Markov Chain Model Approach to Study Academic Promotions in Ghanaian Universities." Asian Research Journal of Mathematics 5, no. 2 (2017): 1–12. https://doi.org/10.9734/ARJOM/2017/34046.

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Promotions of academic staff in universities and analogous institutions remain crucial to the attainment of economic, environmental and societal objectives nationally and globally. Notwithstanding the benefits to institutions and individuals, little literature is available on outlay of promotions in universities in Ghana. This paper seeks to model promotions in Ghanaians universities as stochastic process to determine the underlining stochasticness under different conditions. Stochastic model with emphasis on the an absorbing Markov Chain, presented in its canonical form, was used to estimate
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Dissertations / Theses on the topic "Academic staff and Universities"

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Patrick, Helen. "Academic staff in university departments of education." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35660.

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This study arose out of a research project on teacher education in England and Wales which was funded by the Department of Education and Science and which was based at the University of Leicester School of Education from 1979 to 1982. The study aimed to explore the ambivalence and ambiguity which, the literature suggested, were inherent in the enterprise of training teachers in universities. Empirical data on university teachers of education were collected by questionnaire and interview and the findings are considered within a number ofS contexts. In university departments of education univers
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Choudhri, S. U. R. "Planning and management of academic staff in Nigerian universities." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328359.

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Booth, Lois C. "Ageing of academic staff in Australian universities: Mind the gap." Thesis, Booth, Lois C. (2007) Ageing of academic staff in Australian universities: Mind the gap. Masters by Research thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/32857/.

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Traditionally, Australian universities have been employers of large cohorts of ageing academic staff. Although in the past academic employees usually remained in the workforce until a compulsory retirement age of 65 years, changes in legislation and federal government policy have meant that the retirement age is no longer predictable. As a result, University management across Australia has had to rethink their staffing policies. A number of practices have been put forward which would enable universities to release their older academics within the bounds of the legislation. For example, pre-
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Lam, Chau Diem. "Academic staff recruitment and development in private universities in Vietnam : in comparison with public universities." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/11003/.

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Quality of education remains a problem in higher education in Vietnam and can be considered one of the most crucial and greatest challenges that institutions are now facing and which they need to make great efforts to resolve. Among the various factors that influence this is the quality of the teaching staff in higher education institutions. Due to the shortage of highly qualified academic staff, higher education institutions of both public and private are competing both with each other, and with organisations outside the educational sector, in recruiting academic staff. The thesis explores cu
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Elferjani, M. "Development of training programmes provided for academic staff of Libyan universities." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/34878/.

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This study examines the implementation of Training Programmes (TPs) for the academic staff (AS) in Libyan Universities (LUs), where AS are key members of this community and supporting their continuing professional development to underpin excellence in learning and teaching is a high priority. A comprehensive analysis of the problems linked to the implantation of TPs in Libyan institutions is performed. It is obvious the pronounced TPs gap between Libya and the developed world due to social, political and economic conditions in an Arab countries where the primary delivery educational model is e
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Nwokeocha, Stella-Maria. "Academic staff working conditions, organizational commitment and performance of Nigerian universities." Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/552644/.

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This thesis explored the academic staff working conditions, organizational commitment and performance of Nigerian universities. There is a general thinking that there has been a decline on the motivation of the average academic staff in Nigerian university system leading to brain drain situation and a decline in quality of performance of the universities. Incidentally, there is limited empirical evidence comprehensive enough to serve as a framework of what the academics need at work to make them more inclined to remain in their universities, including university performance. This thesis explor
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Luker, Patricia. "Academic staff development in universities with specific reference to small group teaching." Thesis, University of Nottingham, 1989. http://eprints.nottingham.ac.uk/11724/.

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The research project and its subsequent writing up in this thesis has had three primary aims, which have been to carry out and present: 1. a detailed, qualitative consideration and evaluation of the aims and expectations of participants - both lecturers and students - in small group teaching in a university; 2. a scientifically-based analysis of the practice of small group teaching across six faculties within that university, focusing on amounts of lecturer talk and student talk, the nature of that talk and the interaction patterns between the participants; 3. an exploration, using information
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Sunida, Siripak Pantipar Tingsabhat. "Job satisfaction of academic staff in Mahidol University /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd395/4737489.pdf.

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Knox, J. W. "Trade unionism in Canadian universities : An empirical study of unionised and nonunionised academic staff at Canadian universities." Thesis, University of Bradford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379032.

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Fazaeli, Ahmad, of Western Sydney Nepean University, and Faculty of Education. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities." THESIS_FE_XXX_FAZAELI_A.xml, 1998. http://handle.uws.edu.au:8081/1959.7/126.

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This study examined staff and leadership's attitudes to their work organisation and its environment, and, in particular, the extent to which they preferred a human or task orientation. The study then defined and measured the 'academic culture' of the institution and explored the different effects of emphasising human or task orientations on this academic culture. Finally, the relationship between academic culture and student satisfaction within the institution was explored in the research. The measure of academic culture encompassed 3 domains - planning, the way of doing things, and relationsh
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Books on the topic "Academic staff and Universities"

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Regional Co-operative Programme in Higher Education for Development in Asia and the Pacific. Academic staff development units in universities. Unesco Principal Regional Office for Asia and the Pacific, 1989.

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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. Academic staff training: Code of practice on academic staff training in universities. The Committee, 1987.

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Jürgen, Enders, ed. Academic staff in Europe: Changing contexts and conditions. Greenwood Press, 2001.

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Kanake, Lydia. Gender disparities among the academic staff in Kenyan public universities. Lyceum Educational Consultants, 1997.

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Michael, Byram, and Dervin Fred 1974-, eds. Students, staff and academic mobility in higher education. Cambridge Scholars, 2008.

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Teachers, Association of University. Building the academic team: A report on the contribution of academic-related staff to the delivery of higher education. AUT, 2001.

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National Association of Teachers in Further and Higher Education. Part-time academic staff in new universities and colleges of highereducation: Submission to Universities & Colleges Employers Association. NATFHE, 1994.

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Oni, Bankole. Determinants of the structure of academic staff in selected Nigerian universities, 1980/81-1984/85. Nigerian Institute of Social and Economic Research, 1991.

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University of the Free State. Centre for Higher Education Studies and Development, ed. Performance management of academic staff in South African higher education: A developmental research project. Centre for Higher Education Studies and Development, University of the Free State, 2004.

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MLS, Connor Elizabeth, ed. An introduction to staff development in academic libraries. Routledge, 2009.

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Book chapters on the topic "Academic staff and Universities"

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MacKeogh, Kay, and Seamus Fox. "Academic Staff in Traditional Universities." In Distance and E-Learning in Transition. John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118557686.ch15.

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Andrews, Matthew. "Recruitment of Academic Staff." In Universities in the Age of Reform, 1800–1870. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76726-0_5.

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Zajadacz, Alina, Renata Krukowska, and Małgorzata Durydiwka. "Staff Teaching Mobility of Selected Polish Universities on the Example of Erasmus Plus Programme." In Academic Tourism. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57288-4_5.

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Kobayashi, Sofie, Jens Dolin, Anni Søborg, and Jon Turner. "Building Academic Staff Teaching Competencies: How Pedagogic Continuous Professional Development for Academic Staff Can Be Organised and Developed in Research-Intensive Universities." In Strengthening Teaching and Learning in Research Universities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56499-9_5.

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Obinna Ugbo, Gregory, and Henry Chigozie Duru. "9. The Lone Voice in the Academic Wildernes." In Being in Shadow and Light. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0427.09.

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Conflicts undermine and confront quality teaching and learning in universities. This chapter explores related discourses emerging from industrial conflicts in the Nigerian Higher Education System and, particularly, its public universities. These have arisen from unmet needs situated in a context of structural and economic conflicts between public universities, expressed by the Academic Staff Union of Universities (ASUU), and the Nigerian Federal Government. Newspaper reports were reviewed from January to October 2022 to ascertain how the government, media, and other stakeholders understand and
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Aloka, Peter J. O., and Mary Ooko. "Academic Staff Coping Responses to COVID-19 Disruptions in Universities." In COVID-19 and Psychological Distress in Africa. Routledge, 2023. http://dx.doi.org/10.4324/9781003425861-6.

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Liddell, Zak, and Leigh Kilpert. "47. Avengers Assemble!" In Stories of Hope. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0462.47.

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This chapter examines the traditional divide between academic and professional services (PS) staff in universities, where academics are positioned as subject experts and PS staff are often viewed as mere operators. It argues that greater collaboration between these groups can address shared challenges in programme design and enhance student outcomes. Drawing on research that highlights the positive impact of PS staff involvement, the chapter proposes the “Programme Heroes Model”—a transformative approach that fosters collaboration, values diverse expertise, and reimagines programme design as a
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Kanyane, Modimowabarwa. "Digital Work – Transforming the Higher Education Landscape in South Africa." In New Digital Work. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26490-0_9.

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AbstractThere are twenty-six public universities in South Africa. Yet, there is no digital transformation in most higher education workplaces. In some universities, digital technologies are advanced, and in others, they are not. The education landscape is partially transformed, and in others, it is a work in progress. Therefore, the study explored the digital environment in the twenty-six public universities in South Africa by using qualitative methods and found that the digital environment in higher education poses digital inequalities that make it difficult for academic staff to work smarter
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Kinsambwe, Rashid. "Leadership Styles and Performance of Academic Staff in Public Universities in Uganda." In Chaos, Complexity and Leadership 2014. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18693-1_24.

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Thacker, Emma J., and Amanda McKenzie. "Using Quality Assurance Frameworks to Support an Institutional Culture of Academic Integrity at Canadian Universities." In Academic Integrity in Canada. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_27.

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AbstractIn Canada, there is a national academic quality assurance framework—the Canadian Degree Qualifications Framework (CDQF) that guides quality assurance standards within universities across the provinces and territories. These standards exist to support the quality and consistency of postsecondary academic programming in Canada, and provide mechanisms for quality enhancement. The CDQF is supported by further quality assurance mechanisms at the provincial level. While the CDQF includes the notion of academic integrity as a learning outcome requirement, the implementation and review of this
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Conference papers on the topic "Academic staff and Universities"

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Edirisinghe, Gishan, Inura Serasinghe, Sasindu Amarasinghe, Dithara Galappatti, Krishantha Wisenthige, and Tharuka Jayathilake. "Factors Impacting Job Satisfaction of Female Academic Staff in Sri Lankan State Universities." In Proceedings of the 2nd International Conference on Sustainable & Digital Business. SLIIT Business School, 2023. https://doi.org/10.54389/rqvg2210.

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The purpose of this research is to investigate the critical factors impacting job satisfaction of female academic staff in state universities. With a rising number of women entering academia, it is critical to identify the factors that contribute to their job satisfaction to build an inclusive and supportive work environment. Using a comprehensive literature review, survey questionnaires, this research investigates numerous factors that affect job satisfaction of female academic staff. The study was adopted a quantitative-method approach to gather data from a diverse sample of female academic
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Kasif, Ahmet, and Turgay Tugay Bilgin. "Classification of Turkish Universities by quantity and titles of Academic Staff." In 2018 2nd International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT). IEEE, 2018. http://dx.doi.org/10.1109/ismsit.2018.8567279.

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Salau, Odunayo, Hezekiah Falola, Daniel Ufua, et al. "ESPOUSING THE DETERMINANTS OF ACADEMIC STAFF RETENTION PRACTICES IN THE PUBLIC UNIVERSITIES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2099.

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Štemberková, Růžena, Kamil Kuča, and Petra Marešová. "Motivation of Academic Staff at Universities in the Czech Republic: Qualitative Research." In Hradec Economic Days 2019, edited by Petra Maresova, Pavel Jedlicka, and Ivan Soukal. University of Hradec Kralove, 2019. http://dx.doi.org/10.36689/uhk/hed/2019-02-045.

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Zulkifli, Ilya Zulaikha, Mohammad Nasir Abdullah, Mohd Sapuan Baharuddin, and Elizabeth Arul. "Hypertension and anthropometry measurement on academic staff at public universities in Malaysia." In INNOVATION AND ANALYTICS CONFERENCE AND EXHIBITION (IACE 2015): Proceedings of the 2nd Innovation and Analytics Conference & Exhibition. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937114.

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Cizelj, Boris. "Challenges of Modernising European Universities." In Socratic lectures 10. University of Lubljana Press, 2024. http://dx.doi.org/10.55295/psl.2024.ii14.

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Abstract: One of the paradoxes of the 21st century is that while most countries are striving to build knowledge societies and economies, the majority of universities remain conservative in modernizing their curricula. This lack of modernization includes issues such as balancing knowledge, competencies, and skills, implementing student-centered and interactive teaching methods, and involving practical experts in the study process. Awareness of this paradox is still limited not only within academia but also among governments, professional sectors, and the general public. The media, too, could pl
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Jabunnesa, Jabunnesa, and M. D. Aminul Islam. "Recruitment framework of academic staff as institutional process at public universities in Bangladesh." In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0051988.

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A. Hodgett, R. "To PhD or not to PhD." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2804.

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This article questions whether the PhD remains the most relevant advanced qualification for the majority of academic staff in Australian universities given the changes in the environment of the universities over the past two decades.
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Jha, Meena, Simon, Regina Berretta, et al. "Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0142.

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The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia’s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations
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Zhou, Ning, Huiwen Wang, Xiaoting Han, and Xiaojun Zhang. "Constructing Performance Management Information System for Academic Staff: A Model for Research-intensive Universities." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.125.

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Reports on the topic "Academic staff and Universities"

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Tusiime, Hilary Mukwenda, and Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j2.

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Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mi
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Akhmedjanova, Diana, and Komiljon Karimov. Covid-19’s Effects on Higher Education in Uzbekistan: The Case of Westminster International University in Tashkent. TOSHKENT SHAHRIDAGI XALQARO VESTMINSTER UNIVERSITETI, 2020. https://doi.org/10.70735/azco9450.

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Higher education (HE) in Uzbekistan moved to distance learning since the beginning of the pandemic with uneven results. Universities responded with different approaches to ensure safety of their communities and continue teaching and learning, often online. Westminster International University in Tashkent (WIUT) faced considerable challenges with distance learning including access to technology and the Internet, lack of skills for teaching online and understanding how students learn best in the new mode. Only 14% of faculty used this approach before. Based on WIUT’s initial experience, we recom
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students
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Colombo, Marea S., Ruthie E. Holmes, Cameron D. Young, and Stephen Scott. How Can Course Advising Better Support Pacific Student Success? Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-2-09.

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Previous research has explored the importance of effective course advising to academic success. Course advising that is student-focused and takes a “whole-of-student” approach has been found to be especially important for students that have historically been minoritised in tertiary education. This includes students who are Indigenous, first-in-family, or from low socio-economic backgrounds. However, no research, to our knowledge, has investigated how Pacific students and staff envision course advising. Given Pacific students are among the fastest growing academic cohort in New Zealand and Aust
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5

McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal i
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6

Ostaszewska, Aneta, Magdalena Szafranek, Marta Jadwiga Pietrusińska, and Karolina Ligna-Paczocha. Women at universities and the Covid-19 pandemic. Comparative research on women’s work. Wydział Stosowanych Nauk Społecznych i Resocjalizacji, 2022. http://dx.doi.org/10.55226/uw.nawa2021.2022.1.

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Women at universities and the Covid-19 pandemic. Comparative research on women’s work The presented publication is a summary of the project “Women at universities and the Covid-19 pandemic. Comparative research on women’s work”. The project was carried out at the University of Warsaw in partnership with the University of Milan from September 2021 to August 2022. The research study is based on purposive sampling. It fits into a rather bleak and pessimistic picture of the modern university as an institution “in crisis”. The pandemic exacerbated the state of instability by revealing the tensions
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7

Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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Ostaszewska, Aneta, Magdalena Szafranek, Marta Jadwiga Pietrusińska, and Karolina Ligna-Paczocha. Kobiety na uniwersytetach i pandemia Covid-19. Badania porównawcze na temat pracy kobiet. Wydział Stosowanych Nauk Społecznych i Resocjalizacji, 2022. http://dx.doi.org/10.55226/uw.nawa2021.2022.

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Women at universities and the Covid-19 pandemic. Comparative research on women’s work The presented publication is a summary of the project “Women at universities and the Covid-19 pandemic. Comparative research on women’s work”. The project was carried out at the University of Warsaw in partnership with the University of Milan from September 2021 to August 2022. The research study is based on purposive sampling. It fits into a rather bleak and pessimistic picture of the modern university as an institution “in crisis”. The pandemic exacerbated the state of instability by revealing the tensions
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9

Dougherty, Sam. Increasing the reach of the Skills Centre. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/skills_centre.

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The Library Skills Centre provides centralised academic support to students across all levels and courses within the university. In the 2021/22 academic year, the Skills Centre saw 3837 unique students. While the service is inclusive, groups of students are underrepresented in attendance figures, who have also been highlighted in the university’s Access and Participation Plan. In order to address this, a small scale research project was undertaken by the Library's Skills Centre to ascertain potential barriers to learning and make suggestions about possible meaningful interventions to overcome
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Chivers, Melanie, and Howie Jess. EXPLORING RESEARCHERS' VIEWS ON METRICS AND RESEARCH IMPACT INTERNAL REPORT. The University of Waikato Library, 2023. http://dx.doi.org/10.15663/uow.ort01.

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Research excellence is a goal that universities and researchers alike strive for, but how do we identify and measure research excellence? Do quantitative metrics demonstrate the impact that researchers are aiming for? This report details the results of an exploratory case study investigating how researchers responded to a range of quantitative metrics. As a part of their approach, the project team interviewed thirteen academic staff at the University of Waikato across a range of disciplines. A thematic analysis of the interviews was carried out, bringing to light eight dominant themes from the
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