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Journal articles on the topic 'Characteristics of a faculty'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Smith, Andrew, and Karen Hardinger. "Perceptions of faculty development needs based on faculty characteristics." Currents in Pharmacy Teaching and Learning 4, no. 4 (2012): 232–39. http://dx.doi.org/10.1016/j.cptl.2012.05.006.

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2

Stanley, Christine A., and Nancy V. Chism. "Selected Characteristics of New Faculty: Implications for Faculty Development." To Improve the Academy 10, no. 1 (1991): 55–61. http://dx.doi.org/10.1002/j.2334-4822.1991.tb00185.x.

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3

Van Maele, Dimitri, and Mieke Van Houtte. "Faculty Trust and Organizational School Characteristics." Educational Administration Quarterly 45, no. 4 (2009): 556–89. http://dx.doi.org/10.1177/0013161x09335141.

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4

Parham, Diane. "Academic Reward Structures and Occupational Therapy Faculty Part I: Characteristics of Faculty." Occupational Therapy Journal of Research 5, no. 2 (1985): 83–100. http://dx.doi.org/10.1177/153944928500500201.

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5

Kamath, Ravindra R., Heidi Hylton Meier, and Edward G. Thomas. "Characteristics Of Accounting Faculty In The U.S." American Journal of Business Education (AJBE) 2, no. 3 (2009): 1–8. http://dx.doi.org/10.19030/ajbe.v2i3.4042.

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In this article, the academic and personal characteristics of Accounting faculty members at Colleges and Universities in the United States are analyzed to determine the demographics of the Accounting Professorate. Data on 12 variables were collected for the 2004-2005 academic year as a means of constructing a professional profile of the typical accounting professor teaching at todays universities. Given that there are anticipated shortages of accounting faculty, this information should be of interest to students who are considering accounting as a major, those contemplating entering the profes

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6

Irwin, Gretchen, Kari Nilsen, Raghuveer Vedala, and Rick Kellerman. "Characteristics Sought When Hiring Faculty in Family Medicine Residency Programs." Family Medicine 53, no. 3 (2021): 189–94. http://dx.doi.org/10.22454/fammed.2021.887468.

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Background and Objectives: Faculty shortages are a significant concern in family medicine education. Many family medicine residency programs need to recruit faculty in the coming years. As a result, family medicine faculty and resident physicians will be interviewing candidates to fill these vacancies. Little is known about the characteristics valued in a family medicine residency faculty candidate. Methods: Using a cross-sectional survey of family medicine faculty and resident physicians in family medicine residency programs in Kansas, we attempted to define which characteristics are most val

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7

Joshi, Amit R. T., Amber W. Trickey, Kara Kallies, Benjamin Jarman, Jonathan Dort, and Richard Sidwell. "Characteristics of Independent Academic Medical Center Faculty." Journal of Surgical Education 73, no. 6 (2016): e48-e53. http://dx.doi.org/10.1016/j.jsurg.2016.05.006.

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8

Al-Mohaimeed, Abdulrahman A. "Medical faculty development: Perceptions about teachers' characteristics." Journal of Taibah University Medical Sciences 10, no. 4 (2015): 405–10. http://dx.doi.org/10.1016/j.jtumed.2015.09.002.

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9

Harrington, MS, and DU Levine. "Relationship between faculty characteristics and research productivity." Journal of Dental Education 50, no. 9 (1986): 518–25. http://dx.doi.org/10.1002/j.0022-0337.1986.50.9.tb02034.x.

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10

Lowe, Dennis W., and Julie Brock. "Characteristics of Effective Graduate Psychology Courses: Student and Faculty Perspectives." Teaching of Psychology 21, no. 2 (1994): 82–85. http://dx.doi.org/10.1207/s15328023top2102_4.

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This study compares graduate students' and faculty views of effective psychology courses. Students and faculty agreed on the more important (e.g., practical, challenging, and informative) and less important (e.g., assignments to enhance writing and speaking skills ingredients of effective courses. Students placed more emphasis on course components directly related to their class performance (e.g., clearly defined assignments and evaluation methods) than did faculty. Student participation in class, a potential source of feedback to instructors, was rated more highly by faculty than-students. In

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11

Waters, Marie, Eleanor Kemp, and Aldo Pucci. "High and Low Faculty Evaluations: Descriptions by Students." Teaching of Psychology 15, no. 4 (1988): 203–4. http://dx.doi.org/10.1207/s15328023top1504_7.

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Undergraduate students were asked to describe faculty members to whom they had given their highest and lowest evaluations. Highest rated faculty were described in terms of positive personal/motivational and interpersonal characteristics. Lowest rated faculty were described in terms of classroom behavior. Characteristics of highest evaluated faculty, it is suggested, are not bipolar opposites of characteristics of lowest evaluated faculty.

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12

Farah, Tufail Hafiz Maqbool Ahmed Waqas Inayat. "THE SENSE OF DISTRIBUTION OF STAPHYLOCOCCUS AUREUS, THEIR CHARACTERISTICSON NUTRIENT AGAR, CHARACTERISTICS ONMANNITOL SALT AGAR, GROWTH CHARACTERISTICS ON STEPH-110 MEDIUM AND GROWTH CHARACTERISTICS ON BLOOD AGAR AND THEIR HEMOLYTIC PROPERTIES." INDO AMERICAN JOURNAL OF PHARMACEUTICAL SCIENCES 05, no. 10 (2018): 9868–81. https://doi.org/10.5281/zenodo.1461035.

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<em>Microorganisms, which are largely found in our environment, play an important role in stabilizing ecosystems such as primary energy and basic cycle. Microorganisms are everywhere like sea salts, high air pressure, very high and low temperatures. They are abundant in highly contaminated areas due to resistance. These organisms can be classified by ordinary carbon and energy sources converted into amino acids, starches, nucleotides, vitamins and different oils. Catalysts are mechanically extracted from microbes to perform different metabolic processes that are present in the world, and their

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13

Alshehry, AbdualrahmanS, and HomoodA Alharbi. "EXPLORING SAUDI FACULTY PERCEPTIONS OF THE CHARACTERISTICS OF A GOOD FACULTY: A DELPHI STUDY." International Journal of Advanced Research 5, no. 5 (2017): 264–75. http://dx.doi.org/10.21474/ijar01/4106.

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14

Page, Kathleen Raquel, Laura Castillo-Page, and Scott M. Wright. "Faculty Diversity Programs in U.S. Medical Schools and Characteristics Associated With Higher Faculty Diversity." Academic Medicine 86, no. 10 (2011): 1221–28. http://dx.doi.org/10.1097/acm.0b013e31822c066d.

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15

Fletcher Jr., Edward C., and Yenni Djajalaksana. "Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs." International Journal of Adult Vocational Education and Technology 5, no. 3 (2014): 45–65. http://dx.doi.org/10.4018/ijavet.2014070104.

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The purpose of this research study was to identify potential signature pedagogies in the field of CTE as well as specific disciplines within CTE, and to explain instructional strategy use by faculty's demographic characteristics, course delivery modes, and academic discipline. Based on a national survey of CTE faculty teaching at the postsecondary level, this study found faculty which teach in family and consumer sciences education are significantly more likely to use authentic reflective assessments; Engineering and technology education faculty are significantly more likely to implement knowl

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16

Tarter, C. John, James R. Bliss, and Wayne K. Hoy. "School Characteristics and Faculty Trust in Secondary Schools." Educational Administration Quarterly 25, no. 3 (1989): 294–308. http://dx.doi.org/10.1177/0013161x89025003005.

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17

Dalby, Kristi, Robin Harris, and Amy Vogelsmeier. "Nurse Faculty Workload Characteristics: A State-Level Survey." Journal of Nursing Regulation 11, no. 2 (2020): 12–19. http://dx.doi.org/10.1016/s2155-8256(20)30105-8.

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18

Creswell, John W., Jay L. Chronister, and Martha L. Brown. "The characteristics and utility of national faculty surveys." New Directions for Institutional Research 1991, no. 69 (1991): 41–59. http://dx.doi.org/10.1002/ir.37019916905.

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19

Oyler, Julie, Katherine Thompson, Vineet M. Arora, Jerry A. Krishnan, and James Woodruff. "Faculty Characteristics Affect Interview Scores During Residency Recruitment." American Journal of Medicine 128, no. 5 (2015): 545–50. http://dx.doi.org/10.1016/j.amjmed.2015.01.025.

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20

Santalia, Indo, Baso Syafaruddin, and Hasriadi. "The Characteristics on Career Development and Loyalty at the Higher Education: An Educational Perspective." ETDC: Indonesian Journal of Research and Educational Review 3, no. 2 (2024): 261–67. https://doi.org/10.51574/ijrer.v3i2.2711.

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This study examines the influence of faculty characteristics on career development and loyalty at IAI As'adiyah Sengkang, focusing on perspectives from education and da’wah. The research was conducted using three data collection methods: observation, interviews, and documentation, with faculty members serving as primary data sources. Additional informants, including leadership and staff, were consulted to enrich the findings. The study utilized a descriptive-qualitative data analysis approach, employing inductive, deductive, and comparative techniques. Results indicate that faculty characteris

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21

Morton, Linda, and Fred K. Beard. "Faculty Productivity and Carnegie Institutional Characteristics within AEJMC Programs." Journalism & Mass Communication Educator 60, no. 2 (2005): 176–89. http://dx.doi.org/10.1177/107769580506000209.

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This article reports the results of a content analysis of faculty vitae from eighteen ACEJMC programs drawn using stratified random sampling by Carnegie Classification. The findings indicate that faculty members differ by Carnegie Classification on research productivity, highest earned degrees, professional experience, time assignments (for research, teaching, and service), contact and credit hours, and external grants.

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22

"Faculty Characteristics." Higher Education Abstracts 56, no. 1 (2021): 21–22. http://dx.doi.org/10.1111/hea.15_12162.

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23

"Faculty Characteristics." Higher Education Abstracts 56, no. 2 (2021): 130. http://dx.doi.org/10.1111/hea.18_12166.

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24

"Faculty Characteristics." Higher Education Abstracts 56, no. 3 (2021): 228–29. http://dx.doi.org/10.1111/hea.13_12174.

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25

"Faculty Characteristics." Higher Education Abstracts 56, no. 4 (2021): 336–37. http://dx.doi.org/10.1111/hea.15_12178.

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26

"Faculty Characteristics." Anthropology News 31, no. 4 (1990): 30. http://dx.doi.org/10.1111/an.1990.31.4.30.4.

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27

"FACULTY CHARACTERISTICS." Higher Education Abstracts 37, no. 2 (2002): 123. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00328.x.

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28

"FACULTY CHARACTERISTICS." Higher Education Abstracts 37, no. 3 (2002): 226. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00375.x.

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29

"FACULTY CHARACTERISTICS." Higher Education Abstracts 37, no. 4 (2002): 321. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00415.x.

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30

"FACULTY CHARACTERISTICS." Higher Education Abstracts 38, no. 1 (2002): 21–22. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00458.x.

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31

"FACULTY CHARACTERISTICS." Higher Education Abstracts 38, no. 2 (2003): 127–28. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00501.x.

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32

"FACULTY CHARACTERISTICS." Higher Education Abstracts 38, no. 3 (2003): 225. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00543.x.

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33

"FACULTY CHARACTERISTICS." Higher Education Abstracts 38, no. 4 (2003): 321–22. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00592.x.

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34

"FACULTY CHARACTERISTICS." Higher Education Abstracts 39, no. 1 (2003): 26. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00635.x.

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35

"FACULTY CHARACTERISTICS." Higher Education Abstracts 39, no. 2 (2004): 124. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00682.x.

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36

"FACULTY CHARACTERISTICS." Higher Education Abstracts 39, no. 3 (2004): 226–27. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00725.x.

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37

"FACULTY CHARACTERISTICS." Higher Education Abstracts 39, no. 4 (2004): 319–20. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00766.x.

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38

"FACULTY CHARACTERISTICS." Higher Education Abstracts 40, no. 2 (2005): 128. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00855.x.

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39

"FACULTY CHARACTERISTICS." Higher Education Abstracts 40, no. 4 (2005): 324. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00946.x.

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40

"FACULTY CHARACTERISTICS." Higher Education Abstracts 42, no. 1 (2006): 26–27. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01129.x.

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41

"FACULTY CHARACTERISTICS." Higher Education Abstracts 42, no. 2 (2007): 123. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01175.x.

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42

"FACULTY CHARACTERISTICS." Higher Education Abstracts 42, no. 3 (2007): 225. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01217.x.

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43

"FACULTY CHARACTERISTICS." Higher Education Abstracts 43, no. 1 (2007): 18. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01303.x.

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44

"FACULTY CHARACTERISTICS." Higher Education Abstracts 43, no. 2 (2008): 111. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01347.x.

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45

"FACULTY CHARACTERISTICS." Higher Education Abstracts 43, no. 3-4 (2008): 213–14. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01392.x.

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46

"FACULTY CHARACTERISTICS." Higher Education Abstracts 44, no. 1 (2008): 15–16. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01436.x.

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47

"FACULTY CHARACTERISTICS." Higher Education Abstracts 45, no. 1 (2010): 19. http://dx.doi.org/10.1111/j.2150-1092.2009.00001_15.x.

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48

"FACULTY CHARACTERISTICS." Higher Education Abstracts 44, no. 2 (2009): 104–5. http://dx.doi.org/10.1111/j.2150-1092.2009.tb01480.x.

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"FACULTY CHARACTERISTICS." Higher Education Abstracts 44, no. 3 (2009): 190. http://dx.doi.org/10.1111/j.2150-1092.2009.tb01556.x.

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"FACULTY CHARACTERISTICS." Higher Education Abstracts 45, no. 2 (2010): 94. http://dx.doi.org/10.1111/j.2150-1092.2010.00005_16.x.

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