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Academic literature on the topic 'Academics staff'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Academics staff"

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Han, Bünyamin, and Behçet Oral. "Investigating the Views of Academic Staff on Academic Synergy." Yuksekogretim Dergisi 11, no. 2Pt2 (2021): 550–62. http://dx.doi.org/10.2399/yod.21.651685.

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The aim of this study is to examine academics' views on academic synergy. Academic synergy can be defined as the process by which two or more academics work together to achieve more than what they can individually. This study focuses on how academics can combine their knowledge and experience to achieve more efficiency/work (publications, articles, papers, projects, etc.) with the same effort they would spend alone. It is designed as a case study, applying a qualitative research method. The interviews were conducted with 21 academic staff members working at a public university. The results indicate that having a higher or lower academic title does not have a significant effect on the willingness to work together. Most of the participants stated that, for joint studies, they prefer to work with colleagues who have "academic background in the field of study". The results also revealed that academics' positive personal characteristics such as being open to cooperation, acting responsibly, and being sincere are considered as some important criteria for joint studies. The results also show that the majority prefer to collaborate with other academics rather than conducting individual studies. The academics prefer to collaborate to increase productivity and to compensate for their shortcomings. Most of them further stated that the academic incentive program introduced by the Council of Higher Education (CoHE) has increased the number of collaborative studies and the motivation to work together, but at the same time, decreased the research quality and led to some unethical behaviors. The paper is concluded with some suggestions on how to achieve academic synergy among academics through conducting joint studies.

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Bin Ahmad, Kamarul Zaman, and Majid Wahid Shaikh. "Factors affecting Happiness of Expatriate Academicians and Expatriate Non-Academicians in Dubai." International Review of Advances in Business, Management and Law 1, no. 1 (2018): 1–12. http://dx.doi.org/10.30585/irabml.v1i1.49.

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Purpose: To determine the antecedents of happiness and compare academicians and non-academicians in selected Dubai Universities. Design/methodological/approach: Qualitative research using in-depth interviews followed by cross-sectional surveys of teaching staff and non-teaching staff from different universities in Dubai.?Findings: There is no significant relationship between knowledge sharing and happiness of academics and well as non-academics. Happiness is significantly related to the other factors.Research implications and limitations: The small sample size of the academic group and the study was targeted at the university staff in Dubai only. Practical implications: The findings of this research gives useful recommendations to Universities to improve happiness among their academic as well as non-academic staff. It will also provide recommendations for developmental purposes for the University of Dubai and the UAE’s “Happiness and Positivity program.”Originality/value: No known research studies the determinants of happiness for academics and non-academics in Dubai Universities.Paper type: Research paper

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SELESHO, JACOB. "The impact of programme accreditation in a transformed higher education institution." Journal of Quality in Education 4, no. 4Bis (2013): 17. http://dx.doi.org/10.37870/joqie.v1i1.121.

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The perception held by academic staff of programme re-accreditation has been a major problem in South African Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claims that they want to be accountable to the public for money spent on Higher Education. To a large extent, academics believe that the role of the government amounts to interfering rather than being accountable and that the academic freedom of academics has been violated. The participants of the study were academics from the School of Teacher Education at the Central University of Technology, Free State. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and as compared to academic freedom.

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Alehegn, Abatihun. "Academic Staff Practices and Challenges of Publishing:." International Journal of African Higher Education 8, no. 1 (2021): 27–42. http://dx.doi.org/10.6017/ijahe.v8i1.13375.

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This article reports on the findings of a study undertaken to establish practices and challenges to academic publishing at a higher education institution in Ethiopia. A descriptive survey design was employed and con- -venience and purposive sampling were used to select the sample. The data were gathered by means of a questionnaire with closed- and open-ended questions and were analysed using descriptive and thematic analysis. The results show that, despite the benefits of publishing, not all academics in the university are publishing in local and international journals due to a number of challenges. These include a lack of commitment and motivation, lack of experience and exposure to publishing, and inadequate information,knowledge and skills to access accredited journals. Academics also suffer from work overload, a lack of support from the university to publish, and challenges emanating from journals themselves. It is recommended thatthe university, the Ethiopian Ministry of Science and Higher Education and other relevant stakeholders should collaborate to address this situation. Key words: academics, academic publishing, higher education institution, challenges, practices, university

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Abdul-Rahman, Rohana, Nurli Yaacob, and Asmah Laili Yeon. "Employment Benefits of Academics in Malaysian Universities." Journal of Social Sciences Research, SPI6 (December 25, 2018): 709–17. http://dx.doi.org/10.32861/jssr.spi6.709.717.

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Academics employed in either public or private university in Malaysia may be subject to different contract of service and scheme of employment. Due to this variance, academics receive different employment benefits. Such variation can also create differences and imbalance between universities in the context of workloads assigned to academics in both types of universities. Thus, objective of this article is to analyze employment benefits (pecuniary and non-pecuniary) of academics in Malaysian universities and their satisfaction with the employment benefits that they receive. This article employs a mixed method approach i.e. qualitative and quantitative. For quantitative approach, a survey was conducted among academic staffs in Malaysian public and private universities. Qualitative approach by way of interviews were conducted among management of selected universities. The results show that all academic staff in public and private universities in Malaysia received pecuniary and non-pecuniary benefits. For public universities these benefits are mostly standardized. However, pecuniary and non-pecuniary benefits for academics in private universities are different from public universities and between themselves. The job specification which involves teaching, supervision, research, consultation and administrative works as found in the KPIs of all academics are not similar. It is recommended that to strike a balance between benefits (pecuniary and non-pecuniary) and workloads received by academics, the workloads of academics should be designed to have a particular focus on specification of work such as research and supervision, teaching and administration tracks. Therefore, this article suggests that the relevant authorities consider a new remuneration scheme and benefits based on tracks and yearly staff performance achievement for academics in Malaysia.

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Nnadozie, Remigius C. "A model for management of workload of academic staff at a developing university." Corporate Ownership and Control 12, no. 4 (2015): 462–66. http://dx.doi.org/10.22495/cocv12i4c4p4.

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Academic workload models provide framework for ensuring that academic workloads are distributed equitably and transparently. The models are also useful tools for managing capacity optimization and planning. The work of academics could be perceived as complex, individually distinctive and multidimensional. Therefore, the challenge in designing an acceptable model is striking the right balance between complexity and practical applicability. This paper is an attempt at designing an academic workload model in the context of a developing University of Technology (UoT). Using actual hours modelling approach, a workload model that prioritises teaching and learning aspects of the work of academics is proposed.

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Chauhan, Vikee, and Peter Willett. "Academics’ experience of copyright." Global Knowledge, Memory and Communication 68, no. 6/7 (2019): 601–16. http://dx.doi.org/10.1108/gkmc-01-2019-0010.

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Purpose The purpose of this paper is to obtain a snapshot of attitudes and comprehension of the University of Greenwich (UoG) academics towards copyright and the impact of same on their teaching, complementing this with a survey of the experience of academic librarians (ALs) throughout the UK when dealing with faculty and copyright. Design/methodology/approach Two questionnaires were created and circulated to capture information from two sampled groups: the UoG academic staff and UK-wide ALs. A total of 55 responses were received to the questionnaire distributed to the former, and 83 responses were received to the questionnaire distributed to the latter. Findings The majority of the UoG academics believed they possessed a fair, or better than fair, understanding of copyright, with numerous respondents self-taught on the subject. Nevertheless, a significant number thought they might have broken copyright when teaching, while also revealing the belief that copyright was a limitation on their teaching. The AL survey suggested an average comprehension of copyright among academics, while noting that some of the latter felt a degree of antipathy towards copyright. Originality/value Although focused on a single institution, this study implies that copyright instruction for academic staff needs to be substantially improved, and it suggests the need for greater visibility of training programmes.

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Abdulmumini, Aji. "IMPACT OF PROMOTION ON ACADEMIC STAFF DEVELOPMENT IN THE STATE HIGHER EDUCATIONAL INSTITUTIONS OF BORNO STATE." International Journal of Advanced Research in Public Policy, Social Development and Enterprise Studies 4, no. 1 (2021): 12–24. http://dx.doi.org/10.48028/iiprds/ijarppsdes.v4.i1.02.

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Promotion may be considered as an employee’s reward for good performance or for additional qualifications, that is, positive appraisal which boost individuals’ moral and is a mark of recognition. The study explores the Impact of promotion on academic staff development in the State higher educational institutions of Borno State. The study raised one questions to determine: The impact of promotion on academic staff development. Hypotheses was formulated and tested in line with the objectives of the study. Related literatures were reviewed based on the stated objective. Survey method was employed for the study. The population of the study were all academic staffs of the State higher educational institutions (1410). The sample of the study comprised all academic staff from the four selected institutions (938) using closed questionnaires. The collected data was presented by the use of simple frequency and percentages, and later analysed using Chi-square statistical technique. The finding reveals that since 2015-to date the State government offer paper promotion with no monetary increment to salary to academic staff in the state higher education. The study also reveals that there is a significant relationship between promotion and academic staff development. The study concluded that promotion influence academic staff development. It is recommended that the state government should offer the academics the financial benefits of their promotions to boost morale and for effective and efficient performance.

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Ngibe, Musawenkosi, and Lawrence Mpele Lekhanya. "Governance of the research activities in higher educational institutions: factors and outcomes." Risk Governance and Control: Financial Markets and Institutions 6, no. 3 (2016): 26–30. http://dx.doi.org/10.22495/rcgv6i3art4.

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South African higher education institutions, specifically, universities of technology have been faced with an arduous battle of increasing postgraduate students enrolment (masters and doctoral) and improve their completion rate. However, the situation is exacerbated by inadequate number and inexperience of supervisors to supervise these postgraduate students. The Durban University of Technology has formulated research structures to administer and co-ordinate research activities in order to improve the number of staff members with doctoral qualifications in order to aid the current challenges. Therefore, the aim of this study is to evaluate the circumstances and factors hindering the academic staff throughput rates and the impact it has on the university. The use of qualitative and quantitative approach was used for this study, with closed and open-ended questionnaires used to collect data from 278 academic staff members using a probability sampling. The respondents 9 (4.9%) indicated that lack of external funding and project management skills proved to be major contributory factors hindering academics staff to complete their postgraduate degrees within the required time. The study recommends that funding should be made easily available to academics pursuing doctoral studies, while project management workshops should be organised regularly to help academics appropriately management their studies. This can have a positive impact which will benefit the university and aid to the current crisis of lack of supervisor for masters and doctoral studies.

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Lavender, Gemma. "Academics treat blogs as a ‘virtual staff roomy’." Physics World 26, no. 12 (2013): 10. http://dx.doi.org/10.1088/2058-7058/26/12/17.

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Dissertations / Theses on the topic "Academics staff"

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Sawbridge, Muriel. "The politics & practice of staff development for British academics." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1429/.

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Al-Abbasi, Mustafa M. "Academics' knowledge and use of electronic information resources (EIR) at the University of Bahrain." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/7898.

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Electronic Information Resources (EIR) can be seen as invaluable teaching and research tools, which complement print-based resources and enhance the learning and research processes in any academic institution. The aims of this research were to investigate, analyse and discuss the use of and needs for EIR and existing training in promoting and enhancing the quality of teaching and research activities amongst academic staff at the University of Bahrain. Extensive quantitative, qualitative and theoretical methods were used to identify and analyse academic staff EIR skills, knowledge and awareness. The population of the study is made up of all the full-time faculty members working at the University of Bahrain. A total of 593 questionnaires were distributed and 466 completed ones were returned, giving an overall response rate of 78.5%, and these were used for the purpose of the study. The result of the study revealed that printed resources are the sources of information most used for teaching and research. The colleges of Law, Art and Education had the lowest percentages of usage of EIR compared with other colleges. Work overload, lack of awareness, low skill levels, slow servers, ineffective communication systems, language barriers and a preference for print resources were among the primary constraints that affected academic staff uptake and use of electronic resources in teaching and research. One-to-one training was the preferred training method for those academics wishing to enhance their EIR skills. It was recommended that there is a need for greater promotion from the upper level decision-makers at the university if they wish to see greater use of electronic resources in teaching and research. Strategic conceptual models designed to provide solutions to the current problems and to help in setting policies and decisions for the effective use of EIR in teaching and research are given.

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Bele, Lungile Lindile Primrose. "Perceptions of the university of Zululand academics towards science shops." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1693.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018<br>The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.

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Chikono, Albert Nhawo. "Knowledge sharing practices amongst academics at the Zimbabwe Open University." University of the Western Cape, 2018. http://hdl.handle.net/11394/6426.

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Magister Library and Information Studies - MLIS<br>This study investigated knowledge sharing (KS) practices at the Zimbabwe Open University (ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU regional campus faculty departments and identified gaps, with the aim to find out how knowledge is being managed, shared in an Open and distance learning institution and if knowledge management (KM) is playing a role. The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open University. A questionnaire survey was carried out to collect data from a sample of 100 academic staff in the 10 Regional Centres. The underlying question was whether the university academic members were aware of the knowledge that exists, how this knowledge is created and, shared and flows in the organization. The study also sought to establish the views of academic staff, on the benefits that can be reaped from KM practices. The study confirmed that there is willingness to engage in knowledge sharing activities. However, the lack of a clear knowledge policy negatively impacts on the university’s ability to competitively position itself in the knowledge economy as a knowledge driven university and this impacts research productivity and distance learning course delivery at the ZOU. One of the key recommendations emanating from this research is that the university should have a Knowledge policy aligned to its strategic plan which will act as a guideline on the sharing of knowledge internally and externally as well as make it mandatory for academic staff to publish internally as well as to store their publications in the university repository.

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Howell, Gordon William, and res cand@acu edu au. "The Experience of University Academic Staff In their Use of Information Communications Technology." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp164.10072008.

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This research explores issues encountered by academic staff in their adoption of technology within the teaching and learning environment. The context of this research is set within a global environment; where technology is seen as both underpinning and enabling the current period of rapid change. Both the literature and University documents purport that the use of technology is instrumental in the delivery of positive economic, educational and social change. The researcher identified a dissonance between administrative policy and practices, and academic practice in relation to the use of technology. Consequently, the purpose of this study was to explore the experiences of academic staff in their adoption of technology within the teaching and learning environment. The literature review generated following research questions: 1. Why do academic staff use information communication technology (ICT)? 2. How do academic staff use ICT? 3. What are the barriers to the use of ICT that have been identified by academic staff? 4. How do academic leaders promote the use of ICT in teaching and learning? As the adoption of technology is essentially a social process, the epistemological position of constructivism, using an interpretative perspective, was adopted for this research. The methodology of case study is utilised as it allowed detailed exploration of self-perceptions and lived experiences of the participants in relation to their use of technology within their professional practice. 21 participants were initially selected for this study. From this group of participants Rogers’ Theory of Diffusion was used to select those participants who could provide the most useful insights; resulting in the seven case studies documented in this thesis. Participants within the case studies ranged from those who were highly innovative, to those who were late technology adopters.This research concluded that for the academic mainstream, the deployment and availability of technology had reached a stage where hardware, software, internet connectivity and projection capability were no longer seen as impediments to their use of technology. All participants, ranging from the highly innovative to the late technology adopters, used technology for email, the world wide web (WWW), administrative tasks, and the preparation and presentation of their lectures. While the use of various technologies was universal among the participants, the predominant use of technology was to support the transmission mode of instruction. The research concluded that a constructivist educational approach was not closely linked to early technology adoption, but to the participants’ individual educational beliefs. The educational beliefs of the participants were in conflict with their experience of the University’s practices, which reflected a lack of instructional leadership in relation to the use of technology

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Yesufu, Lawal. "The effect of human resource practices on the psychological contract of academics." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707593.

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The psychological contract provides a framework for understanding the relationship between employees and employers. The objective of the research was to determine the type of psychological contract developed by higher education academics. In addition, the research objective was to examine the effect of employees’ perception of the human resource practices of their employers on their psychological contract. There have been a number of conceptual and empirical studies on the psychological contract of employees and its relationships to other organisational variables such as human resource practices. However, there has been minimal research on the psychological contracts of academics in higher education and the effect of human resource practices on their psychological contracts. The research was based on a cross-sectional survey that comprised the Psychological Contract Inventory (Rousseau, 2000), the Human Resource Practice Scale (Geringer et al., 2002), and questions on the demographic and job characteristics of academics as employees in the higher education sector in Canada. The research involved 405 academics from Canadian higher education institutions. The response rate was 70%. The research found that employees’ perception of the recruitment and selection, training and development and compensation and benefits HR practices had significant and positive effects on the relational and balanced psychological contracts of academics, thereby building commitment, loyalty and the desire for professional and career development. The training and development HR practices were found to have the strongest positive effect on the relational and balanced types of psychological contracts. The research indicated that the psychological contract theory should be researched using newer and a combination of approaches. The research made several theoretical and practical contributions to the psychological contract theory and human resource management in the higher education sector.

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Simons, Abigail. "The relationship between occupational stress, coping and emotional intelligence in a sample of health profession academics at a historically disadvantaged university." University of the Western cape, 2016. http://hdl.handle.net/11394/5628.

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Magister Artium (Psychology) - MA(Psych)<br>Academe is no longer a low stress profession caused by the changing nature of academic work. Academics in health professions perceived a considerable degree of pressure related to the many roles they need to assume such as, teaching, administration, research, and community service. In addition, they are expected to continue practicing in their profession. Research has identified the key stressors experienced by academics, have recorded the debilitating effects of occupational stress and have emphasised that stress left unmanaged can result in burnout. However, such studies on academic well-being and occupational stress are lacking within the South African context. Similarly, studies into the coping strategies used by academic staff and the impact of emotional intelligence on stress and coping remain a focus for further research. Therefore, the overall aim of this study was to determine the relationship between occupational stress, coping and emotional intelligence among academic staff in health professions at a historically disadvantaged university. The study used an online survey design and the sampling frame comprised of all academic staff in a Faculty of Community and Health Sciences at a historically disadvantaged university. Descriptive statistics, correlation matrices and multiple regressions were used to analyse the data. Ethics clearance was obtained from the relevant university committee, and consent to conduct the study at the identified institution was given by the Registrar. As evidenced by the results, significant associations emerged between occupational stress, coping and emotional intelligence. Emotional intelligence was identified as an essential factor that can predict the subjective well-being among academics.

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Yaacob, Arzmi. "Organisational commitment among academics in an institution of higher learning : the case of Malaysia." Thesis, Coventry University, 1998. http://curve.coventry.ac.uk/open/items/ca3ce295-6354-e563-5fa6-0e1157057d60/1.

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Attitudes are commonly investigated in management research as they have predictive value to achievement and a positive attitude helps to produce desirable outcome. This thesis explores organisational commitment among academic staff in a Malaysian institution of higher learning. A thorough review of the literature revealed that there have been a number or previous studies of organisational commitment but none within this context. As the term organisational commitment is abstract it is operationally defined by simplifying it into observable characteristics. Organisational commitment is manifested in a) a strong belief in and acceptance of organisational goals and values; b) a willingness to exert considerable energy on behalf of the organisation; and c) a strong desire to maintain membership in the organisation. These elements can be measured using a questionnaire developed by Porter and Smith (1970). Factor Analysis is used to group responses into categories as dependent variables. Multiple Regression Analysis is then used to explore statistical relationships between organisational commitment factors derived from Factor Analysis and attitudes towards pay and promotion and to socio-demographic characteristics. The sample size of 818 respondents was derived from 2000 accessible academics from all schools and branches (except Sarawak) of the MARA Institute of Technology (ITM). A self administered questionnaire was selected as the mode of data collection. Overall organisational commitment among the academics towards their Institution was found to be high. Differences in levels of individuals' measured indicated organisational commitment could be statistically determined by demographic factors. However attitudes towards pay and promotion were found to be much more important as determinants of organisational commitment when they were included in the analysis and relationships tested with the use of Multiple Regression Analysis.

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Barkhuizen, Emmerentia Nicolene. "Work wellness of academic staff in South African higher education institutions / Emmerentia Nicolene Barkhuizen." Thesis, North-West University, 2005. http://hdl.handle.net/10394/713.

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Academia is a demanding profession, as evidenced by a body of research that documents the debilitating impact of occupational stress and burnout on the personal and professional welfare of academics. In particular, high levels of these pathological phenomena, left unchecked, undermine the quality, productivity and creativity of the academics' work in addition to their health, well-being and morale. Despite these indicators of "weaknesses" and "malfunctioning", academics know that there is times that they operate in a "milieu" of work - there is an intense focus and pleasurable emotions, accompanied by high levels of enthusiasm. Especially, with the upcoming positive paradigm in Occupational Health Psychology, "positive" trends such as work engagement, optimism, organisational commitment and life satisfaction are also commonplace among academics. The first step in the enhancement of work wellness is the successful diagnosis of stress, burnout and work engagement. However, to measure these constructs, it is important to use reliable and valid instruments, and at the same time, take into account the cultural diversity in a multicultural setting such as South Africa. Clearly then, an assessment of this type should be concerned with the issue of construct equivalency. Furthermore, little information exists regarding the causes and effects of occupational stress, burnout and work engagement of academics in South Africa. The general aim of this study was to standardise an adapted version of the Maslach Burnout Inventory-General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for academics in South African higher education institutions, to determine their levels of occupational stress, organisational commitment and ill-health, and to test a structural model of work wellness for South African academics. A cross-sectional survey design was used, with stratified random samples (N = 595) taken of academics in six South African universities. The Maslach Burnout Inventory - General Survey, Utrecht Work Engagement Scale, Job Characteristics Inventory, the Health and Organisational Commitment subscales of the ASSET, The Life Orientation Test and Satisfaction with Life Scale were administered. Cronbach alpha coefficients, exploratory factor analysis, Pearson correlations, multivariate analysis of variance (MANOVA), one-way analysis of variance (ANOVA), t-tests and multiple regression analysis were used to analyse the data. Structural equation modelling was used to test a structural model of work wellness. Exploratory factor analysis with target rotations resulted in a three-factor model of burnout, consisting of Exhaustion, Mental Distance and Professional Efficacy. The scales showed acceptable internal consistencies and construct equivalence for two language groups. Practically significant differences were found in the burnout levels of academics with regard to their age, marital status and working hours. Exploratory factor analysis with target rotations resulted in a two-factor model of work engagement, consisting of Vigour/Dedication and Absorption. The scales showed acceptable construct equivalence for two language groups (Afrikaans and English). One scale, namely Vigour/Dedication showed acceptable internal consistency. Practically significant differences were found between the work engagement of academics with different job levels and qualifications. Compared to the normative data, academics reported significantly high levels of stress relating to pay and benefits, overload and work-life balance. Academics also reported high levels of psychological ill-health, but experienced high levels of commitment both from and towards their organisation. Organisational commitment did not moderate the effects of occupational stress on ill-health. Analysis of variance revealed differences between the levels of occupational stress and ill-health of demographic groups. Regarding a model of work wellness, the results showed that job demands contributed to burnout, while job resources contributed to work wellness (low burnout and high work engagement). Burnout mediated the relationship between job demands and ill-health; work wellness mediated the relationship between job resources and organisational commitment. Dispositional optimism moderated the effects of a lack of job resources on work engagement. Work wellness and health contributed to life satisfaction. Recommendations for future research were made.<br>Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.

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Vorster, Jo-Anne, and Lynn Quinn. "Re-framing academic staff development." Sense Publishers Rotterdam, 2017. http://hdl.handle.net/10962/66535.

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publisher version<br>Globally higher education is situated in a supercomplex world (Barnett, 2000) that is constantly in a state of flux and subject to multiple pressures. This situation has been exacerbated in South African higher education that has been characterised by student protests in the last two years (2015–2016). One of the major causes for the recents protests, particularly in our institutional context, has been students’ anger that despite the official demise of apartheid and the end of colonial rule, some universities in South Africa are still attempting to be copies of Oxford and Harvard.

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Books on the topic "Academics staff"

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Sawbridge, Muriel. The politics and organisational complexity of staff development for academics: A discussion paper. UCoSDA, 1996.

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Committee of Vice-Chancellors and Principals at the Universities of the United Kingdom. Career development and staff appraisal procedures for academic and academic related staff. The Committee, 1987.

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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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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. Career development and staff appraisal procedures for academic and academic-related staff: Checklist for staff appraisal schemes. The Committee, 1987.

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Griffith Institute for Higher Education. Teaching portfolios: Guidelines for academic staff. GIHE, 1996.

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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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Baume, Carole. Academic staff development reconsidered: The role of staff development in supporting academic staff in their pursuit of Boyer's four scholarships. Oxford Brookes University, 1996.

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Polytechnics and Colleges Funding Council. The academic staff of polytechnics and colleges. PCFC, 1992.

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Great, Britain Parliament. Academic and Academic-related Staff Pay and Conditions Bill (H. L. ). Stationery Office, 1999.

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Academic staff evaluation and development: A university case study. University of Queensland Press, 1988.

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Book chapters on the topic "Academics staff"

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Enders, Jürgen, and Ulrich Teichler. "Academics’ View of Teaching Staff Mobility." In Higher Education Dynamics. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3383-4_6.

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Hobson, Julia, Suzanne Knuiman, Alexandra Haaxman, and Jane Foster. "Building a Successful Partnership Between Professional Staff and Academics to Improve Student Employability." In Professional and Support Staff in Higher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1607-3_26-1.

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Hobson, Julia, Suzanne Knuiman, Alexandra Haaxman, and Jane Foster. "Building a Successful Partnership Between Professional Staff and Academics to Improve Student Employability." In Professional and Support Staff in Higher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1607-3_26-2.

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Hobson, Julia, Suzanne Knuiman, Alexandra Haaxman, and Jane Foster. "Building a Successful Partnership Between Professional Staff and Academics to Improve Student Employability." In Professional and Support Staff in Higher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1607-3_26-3.

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Hobson, Julia, Suzanne Knuiman, Alexandra Haaxman, and Jane Foster. "Building a Successful Partnership Between Professional Staff and Academics to Improve Student Employability." In Professional and Support Staff in Higher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6858-4_26.

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Mustajoki, Henriikka, and Arto Mustajoki. "Recruiting academic staff." In A New Approach to Research Ethics. Routledge, 2017. http://dx.doi.org/10.4324/9781315545318-6.

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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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Hazzan, Orit, and Ronit Lis-Hacohen. "Academia: Administrative Staff–Education." In The MERge Model for Business Development. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_13.

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Hazzan, Orit, and Ronit Lis-Hacohen. "Academia: Administrative Staff–Research." In The MERge Model for Business Development. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_14.

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Hazzan, Orit, and Ronit Lis-Hacohen. "Academia: Administrative Staff (Management)." In The MERge Model for Business Development. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_12.

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Conference papers on the topic "Academics staff"

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Davey, Bill, and Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.

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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.

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Barker, Sandra, Harsh Suri, Brent Gregory, et al. "Learning from COVID-19 to futureproof assessment in Business Education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0140.

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The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID-19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.

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Fielden, Kay. "Where Do IT Staff Position Themselves: A Case Study Exploring Common Ground." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2604.

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This paper describes a qualitative participatory research project conducted at the National Advisory Committee on Computing Qualifications Conference in New Zealand (NACCQ2002). Data was gathered at a dynamic poster session. Results obtained indicated that majority of computing academics in the polytechnic community in New Zealand regard themselves as teaching in the core overlapping areas of Software Engineering, Computer Science and Information Systems, regardless of their professional affiliation. Most participants taught subjects that lay within the Information Systems area; very few positioned themselves in the exclusively Computer Science or Software Engineering areas, or in the ove r-lap between Software Engineering and Computer. Results from this research are discussed in the paper.

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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.

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Sepúlveda-Páez, Geraldy, and Carmen Araneda-Guirriman. "WOMEN FACULTY AND SCIENTIFIC PRODUCTIVITY IN LATIN AMERICAN CONTEXT: EVIDENCE FROM CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end026.

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Since the 19th century, the position of women in the context of higher education has undergone multiple changes, although their incorporation has not been a simple or homogeneous task. Currently, women face new consequential challenges of a globalized world and the notion of market education that characterizes institutions nowadays. One of the great challenges is related to the under-representation of women in senior research positions (Aiston and Fo, 2020). In this context, new standards have been established to measure the productivity, quality, and effectiveness of teachers, specifically scientific productivity has been internalized as an indicator of professional progress, the type of publication, its impact, and the citation rates today. They have special relevance, where many times achieving high scientific productivity is very complex for academics who do not access the teaching staff early (Webber and Rogers, 2018). Furthermore, it is very difficult for academic women to maintain high levels of productivity constantly both at work and home (Lipton, 2020). In this sense, the principles that encourage academic productivity increase competition among teachers and reinforce gender inequalitiestogether with a valuation of male professional life (Martínez, 2017). Indeed, the participation of women in sending articles is much lower than their male counterparts (Lerback and Hanson, 2017). Therefore, the present study aims to visualize the participation of Chilean academics in current productivity indices, based on the description of secondary data obtained from the DataCiencia and Scival platforms. The sample consists of 427 people, of which 17.3% were women, with an average of 10 publications for the year 2019. To achieve the objectives, the following strategy was developed: 1) describe and interpret the secondary data obtained during the year 2019 on each of the platforms. 2) Compare the data obtained to national averages and type of institution and gender. Based on the analyzes, the implications of female participation in the number of women observed at the national level and their position in international indicators and new lines of research are discussed.

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Clarke, Bronwyn, Rachel Wilson, and Gabrielle Murray. "A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8091.

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RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, &amp; Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement.

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Chung, He Len, Kayla Taylor, and Caitlin Nehila. "Preparing students for service-learning and social entrepreneurship experiences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8171.

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A critical feature of contemporary models of civic engagement is mutually-beneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention – for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.

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Hruby, Miroslav. "Language education of academic staff." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059570.

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Suvorova, Svetlana, Irina Kotlyarova, Kseniya Volchenkova, and Yuliya Seryapina. "ACADEMIC MOBILITY AND SELF-ACTUALIZATION OF ACADEMIC STAFF." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0587.

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Kotlyarova, Irina, Irina Voloshina, and Miroslav Prohazka. "DEVELOPMENT OF THE ACADEMIC STAFF CORPORATE ETHICS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0749.

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Reports on the topic "Academics staff"

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Gordon, Shannon, and Alison Hitchens. Library Impact Practice Brief: Supporting Bibliometric Data Needs at Academic Institutions. Association of Research Libraries, 2020. http://dx.doi.org/10.29242/brief.waterloo2020.

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This practice brief presents research conducted by staff at the University of Waterloo Library as part of the library’s participation in ARL’s Research Library Impact Framework initiative. The research addressed the question, “How can research libraries support their campus community in accessing needed bibliometric data for institutional-level purposes?” The brief explores: service background, partners, service providers and users, how bibliometric data are used, data sources, key lessons learned, and recommended resources.

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Hadfield, Steven M. USAFA Faculty Homepage: Extending the U.S. Air Force Academy's Cadet Homepage for the Faculty & Staff. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada496129.

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Jones, Nicole S., Jeri D. Ropero-Miller, Heather Waltke, Danielle McLeod-Henning, Danielle Weiss, and Hannah Barcus. Proceedings of the International Forensic Radiology Research Summit May 10–11, 2016, Amsterdam, The Netherlands. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.cp.0005.1709.

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On May 10–11, 2016, the US Department of Justice (DOJ) National Institute of Justice (NIJ), the Netherlands Forensic Institute (NFI; Dutch Ministry of Security and Justice of the Netherlands), the International Society for Forensic Radiology and Imaging (ISFRI), the International Association of Forensic Radiographers (IAFR), and NIJ’s Forensic Technology Center of Excellence (FTCoE) at RTI International organized and convened the International Forensic Radiology Research Summit (IFRRS) at the Academic Medical Center in Amsterdam. The summit assembled 40 international subject matter experts in forensic radiology, to include researchers, practitioners, government employees, and professional staff from 14 countries. The goal of this 2-day summit was to identify gaps, challenges, and research needs to produce a road map to success regarding the state of forensic radiology, including formulating a plan to address the obstacles to implementation of advanced imaging technologies in medicolegal investigations. These proceedings summarize the meeting’s important exchange of technical and operational information, ideas, and solutions for the community and other stakeholders of forensic radiology.

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Levesque, Justine, Nathaniel Loranger, Carter Sehn, Shantel Johnson, and Jordan Babando. COVID-19 prevalence and infection control measures at homeless shelters and hostels in high-income countries: protocol for a scoping review. York University Libraries, 2021. http://dx.doi.org/10.25071/10315/38513.

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The COVID-19 pandemic has disproportionately impacted people experiencing homelessness. Homeless shelters and hostels, as congregate living spaces for residents with many health vulnerabilities, are highly susceptible to outbreaks of COVID-19. A synthesis of the research-to-date can inform evidence-based practices for infection, prevention, and control strategies at these sites to reduce the prevalence of COVID-19 among both shelter/hostel residents and staff. Methods: A scoping review in accordance with Arksey and O’Malley’s framework will be conducted to identify literature reporting COVID-19 positivity rates among homeless shelter and hostel residents and staff, as well as infection control strategies to prevent outbreaks in these facilities. The focus will be on literature produced in high-income countries. Nine academic literature databases and 11 grey literature databases will be searched for literature from March 2020 to July 2021. Literature screening will be completed by two reviewers and facilitated by Covidence, a systematic review management platform. A third reviewer will be engaged to resolve disagreements and facilitate consensus. A narrative summary of the major themes identified in the literature, numerical counts of relevant data including the COVID-19 positivity rates, and recommendations for different infection control approaches will be produced. Discussion: The synthesis of the research generated on COVID-19 prevalence and prevention in homeless shelters and hostels will assist in establishing best practices to prevent the spread of COVID-19 and other airborne diseases at these facilities in high-income countries while identifying next steps to expand the existing evidence base.

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

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Enfield, Sue. Covid-19 Impact on Employment and Skills for the Labour Market. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.081.

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This literature review draws from academic and grey literature, published largely as institutional reports and blogs. Most information found considered global impacts on employment and the labour market with the particular impact for the very high numbers of youth, women, migrant workers, and people with disabilities who are more likely to be employed in the informal sector. There has been a high negative impact on the informal sector and for precariously employed groups. The informal labour market is largest in low and middle-income countries and engages 2 billion workers (62 percent) of the global workforce (currently around 3.3 billion). Particularly in low- and middle-income countries, hard-hit sectors have a high proportion of workers in informal employment and workers with limited access to health services and social protection. Economic contractions are particularly challenging for micro, small, and medium enterprises to weather. Reduced working hours and staff reductions both increase worker poverty and hardship. Women, migrant workers, and youth form a major part of the workforce in the informal economy since they are more likely to work in these vulnerable, low-paying informal jobs where there are few protections, and they are not reached by government support measures. Young people have been affected in two ways as many have had their education interrupted; those in work these early years of employment (with its continued important learning on the job) have been interrupted or in some cases ended.

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