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Dissertations / Theses on the topic 'Facultry'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

González, Guerrero Norma Olivia. "Régimen jurídico de la Comisión de Apelación y Arbitraje del Deporte de México y una propuesta de mejora." Doctoral thesis, Universitat de Lleida, 2018. http://hdl.handle.net/10803/666019.

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S'analitza la CAAD d'acord a l'estructura de les lleis esportives a Mèxic. La seva problemàtica principal és que no compta amb facultats coercitives per obligar al compliment de les seves determinacions ja que moltes de les seves resolucions no s'apliquen tot i que la llei exigeix el seu compliment. La Llei vigent no té el règim de sancions per desacatament a la resolució de la CAAD, depenent de la CONADE per aplicar sancions. No té autonomia real ja que les seves funcions processals i administratives són limitades en raó de la seva naturalesa jurídica i per les seves competències i atribucions establertes en la llei; a més, no té independència plena i facultat coercitiva en les seves actuacions. Com a solució a aquesta problemàtica, es proposa un nou règim jurídic, a través de la creació d'una Sala Especialitzada en matèria esportiva adscrita al Tribunal Federal de Justícia Administrativa dirigida a aconseguir promptitud en assumptes.<br>Se analiza la CAAD de acuerdo a la estructura de las leyes deportivas en México. Su problemática principal es que no cuenta con facultades coercitivas para obligar al cumplimiento de sus determinaciones ya que muchas de sus resoluciones no se aplican a pesar de que la ley exige su cumplimiento. La Ley vigente carece del régimen de sanciones por desacato a la resolución de la CAAD, dependiendo de la CONADE para aplicar sanciones. Carece de autonomía real ya que sus funciones procesales y administrativas son limitadas en razón de su naturaleza jurídica y por sus competencias y atribuciones establecidas en la ley; además, carece de independencia plena y facultad coercitiva en sus actuaciones. Como solución a esta problemática, se propone un nuevo régimen jurídico, a través de la creación de una Sala Especializada en materia deportiva adscrita al Tribunal Federal de Justicia Administrativa dirigida a lograr prontitud en asuntos deportivos.<br>Analyzes the CAAD according to the structure of sports laws in Mexico. Its main issue is that it does not have coercive powers to force compliance with its determinations since many of its resolutions do not apply despite the fact that the Law requires compliance. The current Law lacks the sanctions regime for non-complying with the CAAD resolutions, therefore, CAAD rests on the CONADE to execute sanctions. It lacks real autonomy since its procedural and administrative functions are limited by reason of its legal nature and by its powers and attributions established in the Law, and in addition, it lacks full independence and coercive power in its actions. As a solution to this problem, a new legal regime is proposed through the creation of a Specialized Chamber in sport matters attached to the Federal Court of Administrative Justice, aimed at achieving promptness in sport matters.
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2

Null, Sarah. "Re-assembling Hetch Hetchy : water supply implications of removing O'Shaughnessy Dam /." Adobe Acrobat Reader required, 2003. http://cee.engr.ucdavis.edu/faculty/lund/students/SarahNullThesis.pdf.

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3

Amos, Kimberly S. "Nursing faculty members' perspectives of faculty-to-faculty workplace incivility among nursing faculty members." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558555.

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<p> In recent years, nursing faculty incivility has been a searing topic of research. Nursing research included studies on incivility among nursing students, incivility between nursing students and nursing faculty, and incivility in the clinical setting. However, literature specifically on nursing faculty incivility was limited. This descriptive, quantitative study examined perceived levels of workplace incivility among nursing faculty members. The sample (<i> n</i> = 257) consisted of nursing faculty members employed at community colleges in North Carolina. The methodology included a non-experimental, online survey design using Martin and Hine's (2005) <i>Uncivil Workplace Behavior Questionaire</i>and a demographics survey. Data analysis included use of descriptive and inferential statistics. Findings revealed three themes (a) the description of workplace incivility among nursing faculty aligned with Bandura's (1977) social learning theory and Andersson and Pearson's (1999) incivility spiral; (b) workplace incivility among nursing faculty existed in the community college setting; and (c) most demographic factors did not influence the extent to which faculty members perceived uncivil behaviors among their peers. However, there were four exceptions: hostility and full-time employment, hostility and salary range, privacy invasion and ethnicity, and uncivil behaviors and the number of years of full-time teaching. Implications for nursing education included turning conflict into problem-solving and collaboration, and cultivating climates of civility and cultures of openness, inclusion, and social connectedness.</p>
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4

Kleinhesselink, Anne Kraft. "Nurse Faculty Perceptions of Role Stress and Faculty-to-Faculty Incivility." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6912.

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The purpose of this study was to determine the relationship between nurse faculty perceptions of role stress and faculty-to-faculty incivility using the stressor-emotion model of counterproductive work behaviors. A convenience sample of 79 nurse faculty from 39 undergraduate nursing programs in Iowa responded to an online survey. The survey consisted of two instruments: Workplace Incivility Civility Scale and Role Strain Scale. Findings revealed 76 participants perceived incivility as a problem and identified stress (n = 64) and demanding workloads (n = 54) as contributing factors. Pearson correlation results revealed a positive relationship between experienced incivility and nurse faculty perceptions of role stress (r = .509, p < .001), role conflict (r = .506, p < .001), role ambiguity (r = .560, p < .001) role overload (r = .298, p < .008). Pearson correlation results further revealed a positive relationship exists between three constructs of role stress (role conflict, role ambiguity, and role overload) and each of the three constructs of experienced faculty-to-faculty incivility (hostility towards individuals, self-serving behaviors, and hostility towards work environment). Limitations included a convenience sample limited to undergraduate programs in one state. Future research should replicate this study in larger diverse populations and educational settings. Positive social change includes the recruitment and retention of nurse faculty who can grow and advance in a healthy academic work environment.
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5

AAAS and Alexis Blue. "Faculty Awards." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/622094.

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6

Harris, William B. "The geologic history of Rock Canyon, Utah : a virtual trip /." CLICK HERE for online access, 2002. http://www.geology.byu.edu/faculty/rah/slides/Rock%20Canyon/Home.htm.

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Thesis (M.S.)--Brigham Young University. Dept. of Geology, 2002.<br>Web site works as of 02/10/03. Consult BYU Dept of Geology for URL changes in future. Includes bibliographical references (leaves 8-9). Also available via Internet.
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7

Drysdale, Dulce Scott. "Faculty job satisfaction retaining faculty in the new millennium /." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/drysdale/DrysdaleD0505.pdf.

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8

Wagoner, Richard Lee. "The contradictory faculty: Part-time faculty at community colleges." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290089.

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Because of community colleges' diverse motivations for hiring part-time faculty, the multiple and at times conflicting missions of various two-year institutions, and the heterogeneity of part-timers themselves, contradictory descriptions of part-time faculty are found in the literature. This study sought to unify contradictory categorizations of part-time faculty in three specific areas: the general demographics of part-time faculty; the existence of a bifurcated or dual faculty labor market in community colleges; and satisfaction of part-time faculty. The study was a quantitative analysis of community college faculty data from both the 1993 and 1999 National Study of Postsecondary Faculty. Given the evidence that community colleges are increasingly globalized institutions, the study sought to discover if part-time faculty could be better conceptualized in terms of temporary labor in the New Economy. Therefore, two-year faculty were disaggregated into seven groups based on college mission and relative employment opportunities outside of academe. It is argued that a gulf exists for temporary labor in the New Economy. Some temporary labor is valued by the institutions that hire them because of the skill and expertise they bring. This group has numerous options outside of the employing institution to capitalize on their skills and expertise. On the other side of the gulf of temporary labor is the group that does not possess rare, highly-valued skills and abilities. These part-timers do not have numerous opportunities in multiple industries. This lack of employment options causes these part-timers to seek, sometimes desperately so, full-time, stable employment with the institution where they are employed. The findings from this study indicate that these two types of part-timers exist simultaneously on community college campuses and they can be distinguished by the disaggregation employed by this study. The study presented evidence that adds nuance to an understanding of part-time faculty in three areas: demographics, particularly in terms of gender and academic training; labor market conditions, including income, professional development opportunities, conceptions of institutional employment, and the status and sector of outside employment; and satisfaction with the demands and rewards of part-time employment.
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9

Courtney, Michele A. "Physical Therapy Faculty Clinical Practice and Faculty Work Characteristics." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459078188.

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10

Nehring, Wendy M., T. Wexler, F. Hughes, and A. Greenwell. "“Faculty Forward:” Faculty Development in High-Fidelity Simulation in Nursing." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6722.

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11

Polander, Emily N. "The Importance of Perceived Similarity Within Faculty-faculty Mentoring Dyads." Wright State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=wright1285002667.

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12

Pitstick, Vicki K. "A Phenomenological Study of Faculty-student Connection: The Faculty Perspective." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1575502662266173.

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13

Epps, Susan Bramlett. "Communicating with Faculty." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2558.

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14

Hammer, Dana P., Leigh Ann Bynum, Jean Carter, et al. "Revisiting Faculty Citizenship." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5586.

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This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.
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Merriman, Carolyn S. "Faculty Council Meeting." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8448.

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Merriman, Carolyn S. "Faculty Mentoring Training." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8467.

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17

Mudaranthakam, Dinesh pal Indrapal. "International faculty search." Kansas State University, 2011. http://hdl.handle.net/2097/8759.

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Master of Science<br>Department of Computing and Information Sciences<br>Daniel A. Andresen<br>This application enables users to search the database for International Faculty Members who are currently working at the veterinary department. It also helps the users to know more about the faculty members in detail that is about their specialization, area of expertise, their origin, languages they can speak and teaching experience. The main objective of this project is to develop an online application where the faculty members could be searched based on the three major criteria that is department to which the faculty member belong to or based upon the area of expertise of the faculty member or based upon the country. The application is designed in such a way that a combination of this three drop down list would also give us the results if any such kind exists. The major attraction for this application is that the faculty members are plotted on the world map using the Bing API. A red color dot is placed on the countries to which the faculty members belong, and a mouse over on the dot pops up when the mouse pointer is placed on the red colored dot then it would pop up the names of the faculty who hail from that country. These names are in form of hyper links when clicked on them would direct us to the respective faculties profile. This project is implemented using C#.NET on Microsoft Visual Studio 2008 along with the xml parsing techniques and some XML files which stores the profile of the faculty members. My primary focus is to get familiar with .NET framework and to be able to code in C#.NET. Also learn to use MS Access as database for storing and retrieving the data.
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18

Smith-Hawkins, Paula L. "Faculty, Technology, and the Community College: Faculty Culture and Cyber Culture." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1077%5F1%5Fm.pdf&type=application/pdf.

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19

Purcell, Jennifer M. "Perceptions of senior faculty concerning doctoral student preparation for faculty roles." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002188.

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20

Hamel, Annette N. "Speaking of Difference: Ohio University Administrators and Faculty MembersConceptualize Faculty Diversity." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1528295119497784.

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21

Lyles, Chelsea Haines. "The Relationship Between Responsibility Center Management, Faculty Composition, and Faculty Salaries." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99056.

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In 2006–2007 ten public universities were utilizing responsibility center management (RCM), and that number increased to 24 in 2014–2015 (Jaquette, Kramer, and Curs, 2018), but little is known about the relationship between the implementation of RCM, faculty composition, and faculty compensation. Inequities in faculty composition and salaries exist based on gender and race/ethnicity. My study explored whether the implementation of RCM, an increasingly popular budget model in public higher education, was associated with further faculty salary and compositional inequities by gender and race/ethnicity. Deans, as heads of revenue centers under RCM, have increased budgetary power and decision-making responsibility. Organizational justice theory, specifically the tenets of distributive justice and procedural justice, grounded this study by connecting the implementation of RCM to the diffusion of decision-making throughout the organization and potential association with inequities in faculty composition and faculty compensation. This quantitative study examined the relationship of RCM with institutional average salary and numerical proportions of assistant professors on the tenure track at public, doctoral universities based on the 2015 Basic Carnegie Classification. I used difference-in-difference estimation to compare institutions that implemented RCM (treatment group) to institutions that did not (control group) to determine whether there were differences in salary and proportional trends for assistant professors by gender and by gender and race. In addition, I explored engineering in a specific set of analyses because it has been cited as a field that should especially benefit from an RCM budgeting approach. I compared the change in proportions of assistant professors of engineering by gender and by gender and race/ethnicity at universities within the sample. Finally, the annual salaries of a subset of assistant professors of engineering within the sample of doctoral institutions in the treatment and control groups in Ohio were compared. Across these different analyses, I did not find evidence that RCM implementation between FY2012 – FY2017 had a significant effect on average institutional salary generally or by gender or race/ethnicity for assistant professors broadly or within engineering, specifically. Lacking a comprehensive dataset with institutional and individual predictors of faculty compensation and composition, and as RCM models vary among institutions, these findings should be interpreted cautiously. As RCM did not appear to be associated with any changes in faculty composition or compensation practices, I did not find evidence that RCM implementation had a significant impact on the procedural justice (i.e., decision-making criteria and processes of deans or department heads) or distributive justice (i.e., salary amounts or proportions of who was hired by gender and race/ethnicity) of faculty composition or faculty compensation at public, doctoral universities.<br>Doctor of Philosophy<br>My study explored whether the implementation of responsibility center management, an increasingly popular budget model at public universities, was associated with differences in faculty salary and faculty numbers by gender and race/ethnicity. Deans, as heads of revenue centers under RCM, have increased budgetary power and decision-making responsibility. Organizational justice theory, specifically the tenets of distributive justice and procedural justice, grounded this study by connecting the implementation of RCM to the diffusion of decision-making throughout the organization and potential association with inequities in faculty composition and faculty compensation. I examined the relationship of RCM with institutional average salary and numerical proportions of assistant professors on the tenure track at public, doctoral universities. I compared institutions that implemented RCM to institutions that did not to determine whether there were differences in salary and proportions for assistant professors by gender and by gender and race/ethnicity. In addition, I explored engineering because it has been cited as a field that should especially benefit from an RCM budgeting approach. I compared the change in proportions of assistant professors of engineering by gender and by gender and race/ethnicity. Finally, the annual salaries of assistant professors of engineering at two universities in Ohio were compared. Across these different analyses, I did not find evidence that RCM implementation had a significant effect on salary or proportions of assistant professors; however, as my study had lots of limitations, and as RCM models vary among universities, these findings should be interpreted cautiously. As RCM did not appear to be associated with any changes, I inferred that RCM implementation did not have a significant impact on the procedural justice (i.e., decision-making criteria and processes of deans or department heads) or distributive justice (i.e., salary amounts or proportions of who was hired by gender and race/ethnicity) of faculty salary or proportions at public, doctoral universities.
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Heiman, Diana L., and M. Wiederman. "Faculty Development ICL, Faculty Development: Facing Feedback - Failures, Fears and Fixes." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8165.

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23

Tawasay, Prasit. "Perceptions of Administrators and Faculty Members of a Faculty Development Plan." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332003/.

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This study was a comparison of the perceptions of administrators and faculty members regarding the actual and expected role of selected components of a faculty development plan at Srinakharinwirot University-Phitsanulok, Thailand. The study also investigated whether the demographic classifications of administrators and faculty members were related to their perceptions regarding the actual and expected role of selected components of a faculty development plan. Forty-one administrators and sixty full-time faculty members completed the survey instrument. Statistical tests used to summarize and analyze the data included mean, standard deviation, t test, chi-square, and correlation ratio. The results and findings of this study showed that (a) there were no major differences between administrators and faculty members related to their perceptions of a faculty development plan; (b) faculty members perceptions of the actual and expected role of selected components of a faculty development plan were consistent to a greater degree than were the perceptions of administrators; (c) significant differences between the perceptions of administrators regarding the actual and expected role of selected components of a faculty development plan were found for only one item: study leaves; (d) there were significant differences between the perceptions of administrators and faculty members regarding the actual role of the following components of a faculty development plan: the Center for Faculty Development, upgrading faculty members, motivation, planning implementation and evaluation, informal enrichment program, and team teaching; (e) there were significant differences between the perceptions of administrators and faculty members regarding the expected role of the following components of a faculty development plan: the Center for Faculty Development, faculty morale, and academic exchange programs in cooperation with foreign organizations. Finally, significant differences among administrators' and faculty members' perceptions were correlated with demographic classifications of gender, age, experience at Phitsanulok campus, experience in other institutions, highest degree earned, faculty affiliation, personal goal in terms of an advanced degree, academic rank, place of attainment of highest degree, familiarity with the faculty development plan, previous experience using the faculty development plan, and level of satisfaction with position, salary, and teaching loads at Phitsanulok campus.
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Machi, Sato. "Unpacking faculty development in Japan : an ethnography of faculty development practitioners." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:ca091ed3-3d08-4dc4-8a0a-fb0a26b79613.

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This thesis provides an ethnographic account of the lived experiences of faculty development practitioners in Japan. Through participatory observation and ethnographic interviews, it seeks to understand the following research question: 'How do faculty development practitioners make sense of the concept of faculty development as a professional identity and a lived experience in Japan?' The Ministry of Education, Culture, Sports, Science and Technology, MEXT, introduced and recommended institutional ‘fakaruthī diberoppumento (faculty development)’ or ‘FD’ in 1999 and later mandated it in 2008. As a result, universities created the role and position of FD practitioner. Those FD practitioners have been involved in crafting a genre of faculty development that reconcile policy requirements, university’s requirements, and their personal understanding. This leads to a daily struggle between acting as FD practitioner according to external requirements and sustaining or constructing one’s own professional identity and values especially as an academic. By incorporating notions of ‘identity’ and ‘community’, I describe practitioners’ constant negotiation of their position between an academic and a FD practitioner. I have three arguments. First, the title of ‘FD tantōsha’ that is most commonly used in Japan creates a semantic space for negotiations to take place between different types of identities, both practiced and/or idealized. ‘Tantōsha’ literally means the person in charge and it is relatively 7 neutral label to describe the position. Second, alphabetically written ‘FD’ prevents the evolution of the concept. The term ‘FD’ is just a symbolic noun therefore it allows various interpretations but it does not allow evolution of the concept like in the USA and the UK. As an English term, ‘faculty development’ means ‘to develop’ ‘faculty’. As the focus of faculty development shifted, the term also changed, leading to terms such as ‘educational development’. Third, the temporariness of the position prevents practitioners to engage with the community for faculty development practitioners in Japan and in other countries. Therefore interpretation of the concept of faculty development, creation of the common language and knowledge base as a field, and construction of professional identity have yet to be observed.
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Thornton, Annette Bordelon. "Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1152.

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This phenomenological qualitative research study sought to gain insight into the socialization experiences of new vocational technical faculty. Ten Louisiana vocational technical faculty members were interviewed face-to-face. The interviews were audiotaped, transcribed, and analyzed to discover how these new vocational technical faculty members transitioned from industry to academe. Data analysis revealed that participants in the study experienced a similar transitional process into the technical college as twoyear and four-year faculty into community colleges and universities. Like their two-year and four-year counterparts, the participants experienced similar challenges related to their new teaching positions, such as balancing heavy workloads, maintaining industry contacts, and interacting with administration, faculty and students. Similarly, they tended to value teaching, collegial relationships with other faculty and their interactions with students. However, some of the challenges were unique to their new positions as Louisiana vocational technical instructors. These faculty members experienced an anticipatory phase that prepared them for the workplace rather than academe. Many of the participants experienced notable levels of stress as they transitioned from industry to the technical college. The stress seemed to be related to their lack of pedagogical knowledge of teaching and the issues of forging a new academic persona. This research found that new vocational technical faculty members enjoyed formal professional development activities that were discipline specific and advanced their knowledge of their craft. The study also explored the use of Menges' (1999) Model of Faculty Academic Life as it related to the new vocational technical instructor experiences, role conceptualization, and resources that would help the faculty grow and develop as instructors. Through their shared experiences and stories the researcher identified the needs of this subpopulation and made recommendations for future studies.
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Finlay, Susan Sparling. "Faculty development practices at Florida̕s public community colleges perceptions of academic administrators, faculty development practitioners, and full-time faculty members /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001310.

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Finlay, Susan Sparling. "Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2881.

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Faculty development is a means by which institutions can assist faculty in addressing the challenges they face each day in the classroom. Certainly the importance of faculty development is never more evident than within community colleges where access is provided to all students through an open-door admission policy which often produces a more diverse student body creating numerous institutional challenges. Overtime, on many campuses, faculty development practices have come to play a prominent role in attending to these challenges. This study: (a) examined faculty development practices offered in the last three years by Floridas 22 public community colleges and determined if the total number of different practices offered as well as the different types of practices were related to institutional size as measured by the number of full-time faculty (b) assessed and compared the relative perceived value of these practices as viewed by full-time faculty, faculty development practitioners, and academic administrators in these institutions, and (c) assessed and compared the relative perceived value of faculty development practices as viewed by full-time faculty within six different discipline areas. An original web-based questionnaire was used to gather data from the chief academic officers, faculty development practitioners, and full-time faculty at Floridas 22 public community colleges. Chief Academic Officers of 18 of the institutions reported that all 42 faculty development practices included in the survey were offered by at least one institution in the last three years. Results also revealed clearly that on all campuses, many full-time faculty were unaware that these practices were offered. No significant relationship was found between the total number of practices offered and the number of full-time faculty employed by institution. A relationship was noted between institutional size and the cluster of faculty development practices labeled general teaching enhancement practices. The mean perceived value by each respondent group on 42 faculty development practices reported three of six clusters revealed significant differences between fulltime faculty and chief academic officers. The perceived value ratings of faculty across six different discipline groups were observed for each of the six clusters of faculty development practices. Implications for future research were identified.
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Gravens, Kathleen Ann. "A Statewide Study of Nursing Faculty Intent to Leave Academe: Key Influencing Factors." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1403731255.

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Tillman, Rosemarie. "The communication of collegiality : an examination of advice faculty give incoming faculty /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232428461&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-121). Also available for download via the World Wide Web; free to University of Oregon users.
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30

Hagemeier, Nicholas E., Matthew M. Murawski, and Nicholas G. Popovich. "The Influence of Faculty Mentors on Junior Pharmacy Faculty Members’ Career Decisions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1470.

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Objective. To assess junior faculty members’ perceptions regarding the impact of past faculty-mentoring relationships in their career decisions, including the decision to pursue postgraduate training and ultimately an academic career. Methods. A mixed-mode survey instrument was developed and an invitation to participate in the survey was sent to 2,634 pharmacy faculty members designated as assistant professors in the American Association of Colleges of Pharmacy (AACP) directory data. Results. Usable responses were received from 1,059 pharmacy faculty members. Approximately 59% of respondents indicated that they had received encouragement from 1 or more faculty mentors that was very or extremely influential in their decision to pursue postgraduate training. Mentor and mentee pharmacy training characteristics and postgraduate training paths tended to be similar. US pharmacy degree earners rated the likelihood that they would have pursued an academic career without mentor encouragement significantly lower than did their foreign pharmacy and nonpharmacy degree colleagues (p = 0.006, p = 0.021, respectively). Conclusions. For the majority of junior pharmacy faculty members, faculty mentoring received prior to completing their doctor of pharmacy degree or nonpharmacy undergraduate degree influenced their subsequent career decisions.
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Wongwanich, Suwimon. "Faculty evaluation in the College of Education : faculty perceptions and needs assessment /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889187008.

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32

Jewell, Jessica M. "Faculty Life in an Illiberal State: Hungarian Collegiate Faculty Work Life Vignettes." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554619415854043.

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33

Persyn, John Michael. "Faculty satisfaction with new faculty orientation processes during the first year of employment at the U.S. Army Command and General Staff College : an exploratory study." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1039.

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34

Bidgood, Lee, and Banjo Romantika Band. "ETSU BLUE Faculty Show." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1069.

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35

Kalt, Christine Lee. "Clinical Nursing Faculty Competency." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6228.

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Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target population was clinical nursing faculty (n= 30) in an academic setting. This project explored the impact of a multimethod, multispecialty approach for assessment and evaluation of clinical nursing faculty competency. The project was guided by Benner's theory of novice to expert; Roger's theory of diffusion and innovation; and the plan, do, check, act model. The study analyzed the data obtained from clinical nursing faculty demographics, and competency validation of 3 clinical and 3 academic, remediation, and retesting outcomes. Descriptive statistics and t test were utilized in analyzing the data. The project findings revealed the clinical nursing faculty members are 100% clinically competent and 68.7% academically competent in the areas evaluated. The project findings have implications for social change through role modeling of leadership skills by clinical nursing faculty and improving student clinical instruction by cultivating competent clinical nursing faculty.
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36

Blackwelder, Reid B. "Faculty Mentor at 20." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6990.

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37

Fishman, Seth Matthew. "Faculty Emeriti: Retirement Reframed." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274882533.

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Polich, Susan. "Assessing Faculty Learning Communities." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.

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Hall, Katherine C. "Scholarship for Nursing Faculty." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8291.

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40

Heiman, Diana L., Thomas Bishop, I. Asif, and M. Wiederman. "Faculty Development Session: Burnout." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8164.

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41

Dueben, Rebecca Marilyn. "Faculty attitudes toward assessment." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043064.

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<p> Within the field of undergraduate program assessment, anecdotal evidence abounds about negative faculty attitudes. Regardless of the common wisdom, there is little research that corroborates these reports. If reports are correct that faculty resistance is wide spread, it is still not clear if that resistance is toward accreditation, professional development, institutional requirements, other calls for accountability, or assessment. In fact, faculty members can be seen as spending much of their careers assessing: Faculty members routinely assess their students, a textbook they are using, whether the curriculum has adequately prepared students for the next class or their careers, and more. Faculty attitudes toward program assessment remain unclear and largely uninvestigated.</p><p> The focus of this study is based on 18 interviews of faculty members in three programs of study at a large, research-intensive, land grant institution. The approach is socially constructivist in nature; the theoretical lens is that faculty members have constructed concepts of assessment and that their constructions inform their participation. The study provides information about faculty attitudes toward assessment with a nuanced understanding toward the factors that influence their attitudes. The study reveals that faculty members view student learning outcome assessment as a call for accountability, a reaction that supports their fear that the information they provide will be used to cut positions and programs of study. When assessment is initiated within the program, however, faculty willingly participate to gain the information that assessment provides to improve their curriculum and their teaching. Additionally, how faculty construct their understanding of assessment is related to the epistemological foundations of their disciplines.</p><p> The study adds to the body of literature on faculty attitudes toward assessment. Next steps include incorporating faculty perspective and participation into the assessment process. Additional research will reveal the support needed for faculty to engage in assessment and for institutions to support that engagement. </p>
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42

Ross, Justin Meredith. "The student-faculty relationship| An investigation of the interctions between students and faculty." Thesis, Gannon University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592430.

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<p> The purpose of this study was to explore the subjective perceptions held by students of their interactions with faculty members in college, especially as those interactions relate to the integration and membership of students in the academic community. Academic integration, resulting primarily from student-faculty interactions, has been theorized as one element that affects students&rsquo; decisions to stay in or leave college (Tinto, 1993). This study, employing a phenomenological research design, collected data through 13 interviews with junior and senior college students attending a small, private college in northwestern Pennsylvania. Interviewees were selected from three majors (English, Psychology, and Hospitality Management). Analysis of the data followed the hermeneutical phenomenological approach described by Max Van Manen (1997). Data were analyzed by adopting three phenomenological writing &ldquo;lenses&rdquo;: the existential lens, the thematic lens, and the theoretical lens. Two themes emerged from this: Care and Boundaries. These themes are discussed in terms of Tinto&rsquo;s (1993) integrationalist theory of student departure. The theme of care (the recognition by students that faculty are attending to their personal and academic situations) was found to be present in Tinto&rsquo;s theory while the theme of boundaries (recognitions of the differences between students and faculty) is not. It is suggested that the theme of boundaries represents a separate value system held by students of their faculty. Implications of the study and future research are presented. </p>
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43

Dimmitt, M. Albert Palm Richard L. "Organizational culture, faculty culture, and faculty professionalization in an urban community college system." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004.<br>"A dissertation in education." Advisor: Richard L. Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed feb. 23, 2006. Includes bibliographical references (leaves 221-226). Online version of the print edition.
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44

Van, der Kaay Christopher D. "Technology and older faculty : a descriptive study of older Florida community college faculty." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001865.

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Harris, Allatia Ann. "The role exit process of community college faculty : a study of faculty retirements." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037020.

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46

Twagirumukiza, Etienne. "Analysis of Faculty Evaluation by Students as a Reliable Measure of Faculty Teaching Performance." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/math_theses/105.

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Most American universities and colleges require students to provide faculty evaluation at end of each academic term, as a way of measuring faculty teaching performance. Although some analysts think that this kind of evaluation does not necessarily provide a good measurement of teaching effectiveness, there is a growing agreement in the academic world about its reliability. This study attempts to find any strong statistical evidence supporting faculty evaluation by students as a measure of faculty teaching effectiveness. Emphasis will be on analyzing relationships between instructor ratings by students and corresponding students’ grades. Various statistical methods are applied to analyze a sample of real data and derive conclusions. Methods considered include multivariate statistical analysis, principal component analysis, Pearson's correlation coefficient, Spearman's and Kendall’s rank correlation coefficients, linear and logistic regression analysis.
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47

Samuelson, Sheryl J. Hines Edward R. "Faculty evaluation a study of language and implications for the judgment of faculty work /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219087.

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Thesis (Ph. D.)--Illinois State University, 1991.<br>Title from title page screen, viewed January 4, 2006. Dissertation Committee: Edward R. Hines (chair), J. Christopher Eisele, Thomas W. Nelson, George Padavil, Rodney P. Riegle. Includes bibliographical references (leaves 224-240) and abstract. Also available in print.
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48

Sailo, Mary A. "Are dental hygiene faculty meeting suggested educational ADEA guidelines for dental hygiene faculty members? /." Full-text of dissertation on the Internet (732.42 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/sailoma/sailoma_masters_04-16-2010_01.pdf.

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49

Searcy, Darlene G. "Electronic mail usage by full-time teaching faculty, faculty of education, University of Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0011/MQ32244.pdf.

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Doyle, Kevin. "Faculty internationalization| Experiences, attitudes, and involvement of faculty at public universities in South Dakota." Thesis, University of South Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607699.

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<p>Internationalization in higher education is an issue of growing importance as the forces of globalism continue to push both social and economic connections from local to global. While this topic is becoming increasingly vital to the health and influence of educational institutions, many, including those within South Dakota, are unaware of the foreign language capabilities or international experiences and attitudes toward internationalization of their full-time faculty members. </p><p> This study investigated the attitudes of, experiences in, and exposure toward internationalization by faculty members across the six public universities within the South Dakota Board of Regents system. Faculty members&rsquo; foreign language background and ability, as well as both their perceptions on the value of internationalization of higher education and their perceptions on institutional receptivity toward internationalization were also examined. Data collected from SD faculty members (n=479) were then compared by demographic factors including gender, age, academic travel, and home institution to discover any trends or connections within these subgroups. </p><p> The findings of this study suggest that South Dakota faculty members not only have a vast and varied background in internationally related experience, but they also overwhelmingly express a desire to further their academic&ndash;k international connections through teaching, research, and service. Results also showed significant differences among faculty perceptions among the six state institutions and between groups of faculty who have traveled for academic purposes and those who have not. </p><p> Along with the findings and discussion of the results of this study, recommendations for improving practice are provided, as are suggestions for future research. </p>
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