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Saini, Sushma Kumari, Sukhpal Kaur, Nitasha Sharma, Geetanjli Kalyan, and Karobi Das. "Satisfaction among the nursing teachers with web-based teaching during COVID-19: a cross-sectional survey." International Journal Of Community Medicine And Public Health 8, no. 4 (2021): 2000. http://dx.doi.org/10.18203/2394-6040.ijcmph20211270.
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Background: The outbreak of COVID 19 led to the closure of all educational institutions worldwide. The teachers and students had to face a number of challenges because of the sudden change in the educational system and to ensure safety of public. To assess the satisfaction of nursing teachers with Web-Based teaching after the shift from traditional teaching to online teaching in the COVID 19 and related restrictionsMethods: An online survey was conducted amongst the teachers working in various nursing colleges in the Northern region of India. Standarized scale, an Online Faculty Satisfaction Survey (OFSS) consisting of 36 questions was used to collect the data through google form. The teachers were provided the online link on their WhatsApp or email to fill-up the questionnaire. One hundred fifty-nine teachers responded back. Ethical aspects were given due considerations.Results: The mean age (years) ±S.D. of the participants was 34±10.1. Maximum (96.2) were females. Majority (93.1) of the teachers were satisfied with online teaching. Only 3.8% teachers were highly satisfied with online teaching. Around 3/4th agreed that they are satisfied with the online environment's flexibility and that the technology for online teaching is reliable. The most liked features/advantages were the ability to take courses even in this global pandemic. The least liked feature/disadvantages were poor connectivity in remote areas, technical problems, unsafe and losing personal information, lack of face-to-face interaction, and difficulty assessing students' response and attention.Conclusions: Most of the teachers were satisfied with online teaching though few reported about connectivity problems. There is a need to develop various institutional mechanisms viz structured training, technical support, and effective online evaluation systems to run the online educational system properly.
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Bobâlcă, Claudia, and Oana Ţugulea. "What are the Dimensions of Online Satisfaction?" Review of Economic and Business Studies 9, no. 2 (2016): 45–59. http://dx.doi.org/10.1515/rebs-2016-0033.
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AbstractThe purpose of the research is to identify the factors affecting online satisfaction. As a research method, we applied a quantitative survey based on a questionnaire. The sample consists of 532, students at Faculty of Economics and Business Administration, aged between 19-26 years, who buy online various products from the Internet. In order to identify the dimensions of online satisfaction, we used exploratory factor analysis with SPSS 17.0, with Principal Components as extraction type and Varimax as rotation method. Nine dimensions of online satisfaction were identified, namely: products corresponding to the online description, good price, comfort, easily accessible information, personal data security, good design, support, personalization, and website awareness.
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Jones, Malena. "Career Commitment of Nurse Faculty." Research and Theory for Nursing Practice 31, no. 4 (2017): 364–78. http://dx.doi.org/10.1891/1541-6577.31.4.364.
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Background: A nurse faculty shortage exists, and it is predicted to continue in the United States (American Association of Colleges of Nursing [AACN], 2016). Several factors that have been identified as contributing to this shortage include aging faculty, lack of doctoral-prepared faculty, and the economic cost of pursuing an academic career (AACN, 2016). However, there is a need to explore subtle factors. This study was conducted to examine the interaction of career commitment to education, faculty satisfaction, and teacher efficacy on developing qualified and retaining committed faculty. Purpose: The purpose of this study was to investigate relationships among education, teacher self-efficacy, and career satisfaction of nurse faculty to career commitment. Methods: A cross-sectional design was used to survey a convenience sample of nurse faculty (N = 470). An online survey contained three scales (Career Satisfaction, Teacher Self-Efficacy Beliefs, and Career Commitment) to obtain data. Descriptive data, Pearson’s correlations, and path analysis were used to analyze data. Results: Teacher self-efficacy and career satisfaction predicted career commitment. Education measured by credit hours significantly predicted teacher self-efficacy. The relationship between career satisfaction and career commitment was significant and statistically positive. Model fit indices confirm the career commitment for nurse faculty model fits the data. Implications for Practice: The study highlights the importance of teacher self-efficacy, career satisfaction, and career commitment among nurse faculty. The results provide valuable insight to the factors that may influence attraction or retention of nurse faculty.
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Mutebi, Miriam Claire, Scott R. Berry, Nancy Dalgarno, et al. "Faculty development: What do we know about barriers, enablers, and satisfaction levels among African oncology faculty?" Journal of Clinical Oncology 39, no. 15_suppl (2021): 11023. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11023.
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11023 Background: Faculty development (FD) programs and initiatives have been shown to improve teaching, learning, and overall satisfaction levels of academic faculty. However, these benefits are not fully realized in resource constrained settings like those found in some Sub-Saharan African academic institutions, that often face many FD challenges. Improving FD activities in the region may enhance the capacity of oncology faculty to address these challenges. We sought to examine African oncology faculty’s satisfaction and the perceived enablers and barriers with current FD opportunities. Methods: We randomly surveyed oncology faculty ( n = 21) through the African Organization for Research and Training in Cancer (AORTIC) listserv and conducted semi-structured interviews with nine ( n = 9) faculty involved in African oncology training programs to ascertain their perspectives on faculty development activities including curriculum development, teaching, and learning. All survey respondents and interview participants are current members of the AORTIC. Descriptive and inferential statistical techniques, and thematic analysis were used to analyze the survey and interview data respectively. Results: Interim survey results revealed that 64% of academic oncology faculty believe that there are barriers to their FD at their current academic institutions. Barriers cited for FD from the interviews include the competitive nature of FD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with FD activities. A significant minority of the survey respondents (43%) were dissatisfied with their overall FD. Access to curriculum development opportunities (χ2 = 10.97, p = 0.001) and longer duration of practice (χ2 = 7.9, p = 0.019) were significantly associated with an increased overall satisfaction with FD of oncology faculty. Themes emerging from the interviews also revealed that participants believe that addressing issues relating to access to local institutional support and opportunities including funding, reduced fees for individuals from low- and middle-income countries, getting time off work from local institution, and availability of online FD education will enable them to increase their participation in FD activities. Conclusions: A considerable number of African oncologists face many FD challenges and are therefore dissatisfied with the current state of their FD. Incorporating the recommendations offered by participants into faculty development planning activities may improve faculty satisfaction levels, remove barriers, and improve outcomes for learners. Also, the finding that access to curriculum development opportunities leads to increased levels of satisfaction with FD could guide FD for faculty in African oncology training programs.
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Glazier, Rebecca A., and Heidi Skurat Harris. "Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses." International Review of Research in Open and Distributed Learning 22, no. 3 (2021): 77–98. http://dx.doi.org/10.19173/irrodl.v22i3.5546.
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Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.
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Chiou, Wen-Bin. "Attitudes of Faculty Members toward Teaching Online Courses: View from Dissonance Theory." Psychological Reports 101, no. 1 (2007): 39–46. http://dx.doi.org/10.2466/pr0.101.1.39-46.
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Based upon the perspective of external justification in dissonance theory, a survey was conducted to identify possible predictors of faculty members' attitudes toward teaching online courses. The predictors of satisfaction with reward, effort, and personal freedom were positively correlated with participants' attitudes after teaching online courses but commitment and responsibility were not. These accounted for very little variance. The practical implications for motivating college teachers not initially interested in online courses are discussed in the context of dissonance theory.
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Alfaki, Mysara, and Ahmed S. Alkarani. "Job Satisfaction among the Faculty Members of Nursing Colleges in Saudi Arabia." Journal of Evolution of Medical and Dental Sciences 10, no. 36 (2021): 3083–87. http://dx.doi.org/10.14260/jemds/2021/629.
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BACKGROUND Job satisfaction has a significant impact on the work behaviour of faculty members and their attitudes to their work. However, to the best of our knowledge, there are no recent studies on job satisfaction among the faculty members of nursing colleges in Saudi Arabia. The purpose of the current study was to explore the factors influencing job satisfaction among nursing department faculty members of nursing colleges in Saudi universities. METHODS This online survey was approved by Taif University under code (42 - 0085). A 35 - item (6 dimensions) five option Likert - type draft questionnaire on job satisfaction was distributed for online anonymous self-reporting by the faculty members of nursing colleges in Saudi universities (N = 116). RESULTS The general level of overall job satisfaction (OJS) of the faculty members of nursing colleges in Saudi universities on all dimensions of job satisfaction is observed to be low (OJS mean 1,28), while work itself and interpersonal relationships were high. The dimensions of job satisfaction were analysed by path coefficient and the significance test. First, for faculty member’s job satisfaction as a higher order factor consists of 6 first order factors: the influence of salary and welfare on job satisfaction is the greatest, with a path coefficient reaching .580. Next comes job competence, leader behaviour, interpersonal relationships, and the work itself. CONCLUSIONS A seven-factor job satisfaction model is advanced, including one high order factor (job satisfaction) and six first-order factors (salary and welfare, the work itself, leader behaviour, personal growth, interpersonal relationships and job competence) demonstrated good overall psychometric properties in terms of construct validity and internal consistency reliability in both the overall sample and its separately analysed subgroups. KEY WORDS Faculty Members, Job Satisfaction, Nursing Colleges, Quality of Higher Education, Saudi Arabia
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Xu, Hongjiang, and Sakthi Mahenthiran. "Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System." International Business Research 9, no. 2 (2016): 1. http://dx.doi.org/10.5539/ibr.v9n2p1.
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<p>Higher education continues to evolve, including recent increases in the number of courses offered fully and partially (hybrid) online. Many new technologies have been used to support online education, particularly learning management systems (LMS’s), which serve as the core technology platforms for the online environment. Our research is to use Moodle as an LMS and empirical survey data to investigate what are the factors that influence online assessment and overall satisfaction with online learning. We used an online survey as the method of data collection for this study. The survey questionnaire was sent anonymously to all students who took the online or hybrid course sections at a US university, as well as all faculty who taught those online or hybrid course sections. The research result showed that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the LMS to engage with content.</p>
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Lunsford, Laura, Vicki Baker, and Meghan Pifer. "Faculty mentoring faculty: career stages, relationship quality, and job satisfaction." International Journal of Mentoring and Coaching in Education 7, no. 2 (2018): 139–54. http://dx.doi.org/10.1108/ijmce-08-2017-0055.
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Purpose The purpose of this paper is to understand faculty mentoring experiences across career stages and the influence of mentoring relationship quality on job satisfaction. The study participants were faculty members from a consortium of liberal arts colleges in the USA. The theoretical lens draws from scholarship on career stages, developmental networks, and working alliances. Design/methodology/approach The analysis is based on a subset of 415 faculty member responses about mentoring from a larger data set on faculty development. The online survey was conducted in Spring 2014. Frequencies, χ2, regression equations, and confirmatory factor analysis were computed using R statistical software. Findings Over half the faculty members were both mentors and protégés; although, a sizable minority of faculty members did not engage in mentoring. Early-career faculty members were significantly more likely to have a mentor than were mid- or late-career faculty members. For both mentors and protégés, the higher they rated the quality of the mentoring relationship, the more job satisfaction they reported; this finding was greatest for mid-career (associate rank) faculty members. Participants reported significantly higher relationship quality with their mentors than with their protégés. Research limitations/implications The results may not generalize to faculty members who work at other institution types, for example, research-intensive or two-year schools, or to non-US higher education contexts. Statements made regarding those who do not participate in mentoring are speculative on the part of the authors. Practical implications Institutions may need to develop support for faculty members who may not desire to engage in mentoring. More attention may be warranted to create individual and institutional supports focused on high-quality mentoring. Originality/value This study extends the literature on mentoring by establishing that many employees serve in mentor and protégé roles simultaneously. Further, employees engage in mentoring relationships across career stages as mentors and as protégés. The authors developed a reliable measure of mentoring relationship quality that may be used in future mentoring studies. Higher quality mentoring relationships were associated with significantly greater job satisfaction.
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Baker, Neal, Katherine Furlong, David Consiglio, et al. "Demonstrating the value of “library as place” with the MISO Survey." Performance Measurement and Metrics 19, no. 2 (2018): 111–20. http://dx.doi.org/10.1108/pmm-01-2018-0004.
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Purpose The purpose of this paper is twofold. It first examines cross-institutional benchmark data about “library as place” from 99 US schools in the Measuring Information Service Outcomes (MISO) Survey (www.misosurvey.org). The data demonstrate the value of “library as place” to students in particular. Second, the paper shares case studies of how two college libraries made MISO Survey “library as place” data actionable. Lafayette College (Easton, Pennsylvania) analyzed local MISO Survey data after a renovation to validate return on investment. Earlham College (Richmond, Indiana) analyzed MISO Survey data to help secure a science library renovation and to justify an architectural study for its main library. Design/methodology/approach The paper begins with an analysis of “library as place” using aggregate benchmarks derived from US college and university respondents between 2012 and 2015. Specifically, the paper contrasts student and faculty perceptions of “library as place” via national benchmarks about: library services importance, satisfaction, and use (three benchmarks); hybrid online/“place-based” library services importance, satisfaction, and use (three benchmarks). Pivoting from higher education to individual, local perspectives, two case studies reveal how academic libraries used MISO Survey findings to demonstrate the value of “library as place” for renovation purposes. Findings The findings include that undergraduates make more frequent use than faculty of place-based services such as reference, equipment loans, and physical course reserves. Undergraduates also find most of these services more important than faculty do. Faculty makes generally more frequent use than undergraduates of online services such as library databases and the catalog. They find that these services to be more important than undergraduates do. Faculty and undergraduates use newer library discovery systems with equal frequency and find them to be equally important. Undergraduates find comfortable library spaces to be very important, and faculty considers them to be only a bit less important. Originality/value This is the first paper using MISO Survey data to focus on the importance and satisfaction of place-based library services involving cross-institutional comparisons for students and faculty. Previously published research using MISO Survey data have compared the use of place-based library services. This is also the first paper to offer case studies about how institutions use MISO Survey data to demonstrate the value of “library as place.”
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Jaggars, Shanna Smith, Amanda L. Folk, and David Mullins. "Understanding students’ satisfaction with OERs as course materials." Performance Measurement and Metrics 19, no. 1 (2018): 66–74. http://dx.doi.org/10.1108/pmm-12-2017-0059.
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Purpose The purpose of this paper is to introduce a survey instrument to measure three components of students’ perceptions of open and affordable course materials – quality, integration, and experience – and discuss its reliability and predictive validity. Design/methodology/approach The authors distributed an end-of-semester online survey to students enrolled in sections of 12 courses that adopted OER in Fall 2016, as well as conducting a within-interview survey with the instructors of those courses. The authors calculated the descriptive statistics from the responses to the student survey, as well as examining the inter-item and inter-rater reliability of the instrument. Finally, explored correlations in the data gathered through both the student and faculty surveys were explored. Findings The authors found that both students and faculty were generally pleased with the quality and experience of using open and affordable digital materials. The authors also found that our three survey subscales had strong inter-item reliability, and that the quality and experience subscales had predictive validity in terms of whether students would choose a traditional or digital text in future courses. Originality/value In addition to providing evidence in terms of the full survey instrument’s reliability and predictive validity, factor analysis indicates that a short scale of quality and experience Likert scale items could be used by practitioners to effectively assess satisfaction of digital materials among traditionally aged undergraduate students.
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Kuwaiti, Ahmed Al, Hasan Ali Bicak, and Saeed Wahass. "Factors predicting job satisfaction among faculty members of a Saudi higher education institution." Journal of Applied Research in Higher Education 12, no. 2 (2019): 296–310. http://dx.doi.org/10.1108/jarhe-07-2018-0128.
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Purpose The purpose of this paper is to evaluate the level of job satisfaction among faculty members of the health sciences program at a Saudi higher education institution; and predict the influence of various factors on overall job satisfaction. However, this study is quite different since it intended to evaluate the level of job satisfaction of faculty members using a self-structured questionnaire and ascertained the various factors influencing the overall job satisfaction of Saudi academics. Design/methodology/approach An exploratory study design was adopted and Academic Job Satisfaction (AJS) survey was administered to 943 faculty members of the health sciences program through an online system. A total of 850 faculty members responded to 47 items and one global rating item (overall job satisfaction) using a five-point ordinal scale. Findings The level of job satisfaction of health sciences’ faculty members on all dimensions of AJS is observed to be high (>3.5) except salary, which is shown as medium (2.5–3.49). Regression analysis indicates the factors other than Imam Abdulrahman Bin Faisal University (IAU) administrative policies and interpersonal relationships are significant predictors of overall job satisfaction; and salary is the most significant predictor of overall job satisfaction among health sciences’ faculty members. Originality/value This study adds a value to the existing literature by exploring the factors influencing job satisfaction of health sciences’ faculty members working in Saudi Universities. This would aid policy makers to focus on these factors, thereby improve and maintain job satisfaction among healthcare academics.
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O, Maranna. "A STUDY OF ACADEMIC FACULTY SATISFACTION OF ERESOURCES AND SERVICE IN UNIVERSITY AND FISHERY SCIENCE LIBRARIES." International Journal of Engineering Technologies and Management Research 2, no. 1 (2020): 23–29. http://dx.doi.org/10.29121/ijetmr.v2.i1.2015.27.
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This is a study on electronic information and information seeking behaviour of Marine science faculty. This study is based on empirical data collected through questionnaire and from an online survey conducted between January 2010 to March 2010 at south Indian Marine science departments and Libraries. The goal of this study is to investigate how this faculty uses the e-resources in our institutional resources and also studied need and satisfaction levels of various information sources and to obtain insights into informationseeking behaviour, especially its similarities and differences compared with the informationlocating patterns used by their marine science and fishery College Libraries.
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Culp-Roche, Amanda, Debra Hampton, Angie Hensley, et al. "Generational Differences in Faculty and Student Comfort With Technology Use." SAGE Open Nursing 6 (January 2020): 237796082094139. http://dx.doi.org/10.1177/2377960820941394.
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Background Navigating through online education courses continues to be a struggle for some nursing students. At the same time, integrating technology into online courses can be difficult for nursing faculty. Purpose The purpose of this study was to assess faculty technology integration practices, student attitudes about technology use, and generational differences related to faculty and student technology use. Methods A descriptive cross-sectional survey design was used to obtain data for this study. Results Integration of technology into online courses and student attitudes about technology use were not significantly different by generation. Faculty and students from the Baby Boomer and Generation X reported less comfort using technology and higher levels of anxiety using technology than did individuals from Generation Y. Conclusion Significant generational variations were not noted in relation to technology integration into courses and overall student attitudes about technology in this study, but differences were noted in relation to comfort with use of technology and anxiety when using technology. Student learning outcomes and satisfaction with learning may be influenced by the student’s comfort using technology and faculty’s confidence in integrating and using technology to provide online instruction.
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Allen, Laurie, Neal Baker, Josh Wilson, Kevin Creamer, and David Consiglio. "Analyzing the MISO Data: Broader Perspectives on Library and Computing Trends." Evidence Based Library and Information Practice 8, no. 2 (2013): 129. http://dx.doi.org/10.18438/b82g7v.
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Objective – To analyze data collected by 38 colleges and universities that participated in the Measuring Information Services Outcomes (MISO) survey between 2005 and 2010.
 
 Methods – The MISO survey is a Web-based quantitative survey designed to measure how faculty, students, and staff view library and computing services in higher education. Since 2005, over 10,000 faculty, 18,000 students, and 15,000 staff have completed the survey. To date, the MISO survey team has analyzed the data by faculty age group and student cohort. Much of the data analysis has focused on changes in the use, importance, and satisfaction with services over time.
 
 Results – Analysis of the data collected during 2008-2010 reveals marked differences in how faculty and students use the library. The most frequently used services by faculty are the online library catalog (3.39 on a 5-point scale), library databases (3.34), and the library website (3.29). In contrast, the most frequently used services by students are public computers in the library (3.61) and quiet work space in the library (3.29). Faculty reported a much higher use of online resources from off campus. Analysis of data from schools where the survey was administered more than once during 2005-2010 reveals that both faculty and students increased their utilization of databases over time. All other significant faculty trends reflected declines in usage, whereas, with the exception of use of the library website, all other student trends reflected no change or increased usage.
 
 Conclusion – As the MISO survey has continued and expanded over the years, the usefulness of rich comparable data from a set of peer institutions over time has increased tremendously. In addition to providing a rich source of data, MISO can serve as a model for how a group of schools can collaborate on a share assessment tool that meets the needs of individual institutions and provides a robust, aggregated dataset for deeper analysis.
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Tan, Jeryl Shawn T. "Factors Affecting Stress among Faculty Members of Public Universities in the Philippines: A Multiple Regression Analysis." International Journal of Psychological Studies 9, no. 3 (2017): 64. http://dx.doi.org/10.5539/ijps.v9n3p64.
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This study focused on particular demographic and education-related factors that contribute to the stress levels of public university faculty members in the Philippines. Participants in this study were part-time or full-time faculty members of Philippine public universities and were teaching at least a class during the First Semester of Academic Year 2016-2017. Participants were tasked to answer a survey, online or paper format, consisting of 3 instruments and other questions. Responses from 100 participants were then analyzed with multiple regression as the main statistical analysis. Results showed part-time/full-time status, age, job satisfaction and negative religious coping as significant predictors of faculty stress. Other performed analyses also revealed significant negative correlations between job satisfaction and stressors related to reward and recognition and departmental influence. In addition, though faculty members preferred positive religious coping as a coping strategy over negative religious coping, a significant positive correlation was noted between the 2 types. Recommendations were made for future studies related to stress among public university faculty members in the Philippines.
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Top, Cemil, and Bayad Jamal Ali. "Customer satisfaction in online meeting platforms: Impact of efficiency, fulfillment, system availability, and privacy." Revista Amazonia Investiga 10, no. 38 (2021): 70–81. http://dx.doi.org/10.34069/ai/2021.38.02.7.
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As it is known business rely on the customers, which means the profitability of any company change depending on customer demand. Due to that, it is necessary to treat customers as the central factor of the market. In another meaning, Customer satisfaction is very important issue to a company’s business performance. In this regard, the purpose of this project was to determine the Impact of service quality on the customer satisfaction in the online meeting platforms. By means of service quality, we tested the impact of efficiency, fulfillment, system availability, and privacy on the customer satisfaction. Though conducting a survey data was collected. Different nationalities from various universities participated in this study including Kurdish, Turkish, Arabic, Turkmen, Indian, Pakistan, Uzbek, Nigerian and British with having different position such as head of the faculty, instructor, academic staff, head of the department and etc. in Kurdistan region of Iraq. Based on the result fulfillment, privacy issues were affected the customer satisfaction mostly.
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Shaya, Nessrin, and Laila Mohebi. "The Systematic Implementation of an Innovative Postgraduate Online Learning Model in the Middle East." International Journal of Learning, Teaching and Educational Research 20, no. 8 (2021): 139–59. http://dx.doi.org/10.26803/ijlter.20.8.9.
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This paper aims at examining the factors contributing to effective implementation of online learning in the Middle East higher education sector, through investigating the success and learning effectiveness of an innovative online learning model offered jointly by three prestigious universities in two different Arab countries. A mixed-method research approach was employed to triangulate data collected from key stakeholders engaged with the programme, namely senior managers and enrolled students, to derive findings that would inform managers, trainers and educators, from a systemic implementation, faculty-development and course-design perspective. Qualitative data gathered from face-to-face, semi-structured interviews with a number of senior managers took place delineated on the necessary enabling conditions to create, design and offer a quality online programme. Quantitative data collected from a student satisfaction survey examined factors contributing to perceived learning and student satisfaction in an online learning context. Following thematic analysis, five major factors were identified as critical for effective online learning implementation, namely: Rationale and Motivating Factors, Technology Infrastructure, E-Learning Pedagogy and Support Infrastructure, Course Design and Delivery and Lessons Learned. Results showed that Course Structure/Organisation, Learner Interaction, Student Engagement and Instructor Presence appeared to be the major factors contributing to high satisfaction and perceived learning. This paper argues that the shift towards blended and online modes of learning is inevitable, advocating the fundamental conception that online education is instrumental in expanding access to tertiary education. If properly designed and implemented, online education has the potential to alleviate academic rigor through improved faculty productivity at reduced tuition costs. Implications for further research and practical recommendations are also discussed.
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Ibrahim, Lobna Khamis, Asmaa Ghareeb Mohamed, Faten Mane Aldhafeeri, and Malik Alqdah. "Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia." Journal of Nursing Education and Practice 9, no. 5 (2019): 64. http://dx.doi.org/10.5430/jnep.v9n5p64.
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Background and objective: The faculty members’ perceptions regarding Blackboard as the pedagogical management tool plays a vital role in learning and teaching process. Aim: To survey the perceptions of faculty members towards utilizing Blackboard in the teaching system at Hafr Al-Batin University.Methods: Design: Quantitative descriptive design was utilized depending on online surveys. Setting: The study was conducted in all Colleges of Hafr Al-Batin University. Participants: 174 faculty members from different colleges at the University of Hafr Al-Batin. Tools: Questionnaire consisted of two parts; the first includes the faculty demographic information and the second describes faculty perception in four sections; usefulness, enjoyment, satisfaction, and challenges.Results: The study demonstrated that perceived “usefulness” and “enjoyment” were the most highly mean scores.Conclusions: The faculty members have a positive attitude towards the implementation of the Blackboard system. Recommendations: A great need for training of both faculty members and students in the Blackboard system regularly.
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Shen, Lisa. "There is No Association Between Subject Liaisons’ Perception of Their Work and Faculty Satisfaction with Their Liaisons." Evidence Based Library and Information Practice 8, no. 4 (2013): 142. http://dx.doi.org/10.18438/b83k76.
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Objective – To determine the relationship between librarians’ self-assessment of their liaison responsibilities and faculty’s satisfaction with their liaison’s performance, and the factors influencing these perceptions.
 
 Design – Web-based survey questionnaire. 
 
 Setting – The survey was conducted over the Internet through email invitations. 
 
 Subjects – 354 librarians and 140 faculty members from selected universities and colleges in the United States.
 
 Methods – 602 colleges and universities were selected based on institution size, degrees offered, and financial status using U.S. Department of Education’s 2008 institution data. Each institution was randomly assigned one of three subject designations: chemistry, psychology, or English. A randomly selected faculty member from the designated subject department and their corresponding subject liaison librarian (“liaison”) were contacted for the survey. 
 
 Institution websites were used to locate faculty and liaisons. If a list of liaisons could not be found, then a librarian from the website’s available contact list was randomly selected instead. The chosen individuals were invited via email in April 2010 to participate in the online survey. Before the survey closed in mid-May, up to two follow-up emails were sent to those who had neither responded nor asked to be removed from the contact list. The survey questionnaire was delivered through the Lime Survey platform and consisted of 53 items in 15 questions. 
 
 Main Results – The survey had an overall response rate 41.0%: 58.8% from librarians and 23.3% from faculty. Three hundred and four of the 354 librarians surveyed (85.9%) were self-identified liaisons, although researchers were unable to identify 61 of them through their library websites. 
 
 Most liaisons surveyed had responsibilities in the areas of collection development (96.1%), instruction (87.2%), and reference (82.6%). They provided an average of eight types of liaison services, some of which fall under these categories. The liaisons worked with an average of four academic departments (M=4.12, SD=2.98) and spent approximately 10 hours per week (M=10.36, SD=9.68) on their subject responsibilities. 
 
 The majority of liaisons felt they were successful (62.5%) or very successful (13.8%) in their liaison services and were either satisfied (50.7%) or very satisfied (12.2%) with the liaison relationship with their departments. E-mail (97.2%) was the liaisons’ most frequently cited communication channel. The frequency of contact with their departments had the highest correlation (gamma = -0.567, p < 0.05) with liaisons’ perception of their own performances.
 
 Of the 140 faculty surveyed, 104 indicated that their library had liaisons and 66.3% of them had had some contact with the liaison within the previous 6 months. Faculty who knew their liaison by name (gamma = 0.668, p < 0.05) or who had recent contact with the liaison (gamma = -0.48) were more satisfied with the liaison services than those who did not. Faculty who received more services from their liaisons (gamma = 0.521) also indicated greater satisfaction than those who received fewer services. 
 
 Faculty assigned higher importance than liaisons did to three liaison services: faculty participation in collection development, new publication notices, and copyright information. On the other hand, liaisons ranked the importance of information literacy-related services, including in-class library instruction sessions and integration of library instruction into the curriculum, much higher than did faculty. 
 
 Furthermore, 66 pairs of liaisons and their corresponding subject faculty completed the surveys. Forty-nine of the faculty members out of those matched pairs knew their liaisons and were more satisfied with the liaison services than those who did not. However, no other relationships, such as correlations between faculty satisfaction of their liaisons and liaisons’ assessment of their own performance, could be found between responses of these matched faculty and liaison pairs.
 
 Conclusion – This study highlighted the disparity between faculty’s and librarians’ perceptions of library liaison programs. Most notably, there were no statistically significant relationships between liaisons’ perception and satisfaction of their work and their faculty members’ satisfaction of the liaison services. Faculty and liaisons also differed in their assigned importance to various types of liaison services.
 
 Moreover, while faculty’s satisfaction with liaison services correlated with the frequency of their contact with and the number of services received from their liaisons, their satisfaction did not translate into approval of the library. No statistically significant relationship could be found between faculty’s familiarity or interaction with their liaisons and their satisfaction with their libraries overall.
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Hafeez, A., S. Javed, A. B. Murtaza, A. Aziz, S. M. Hassan, and I. Hussain. "A Survey on the Adaption of CMS in Pakistani Universities." Engineering, Technology & Applied Science Research 9, no. 6 (2019): 5037–40. http://dx.doi.org/10.48084/etasr.3159.
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The use of Campus Management Systems (CMSs) has increased dramatically in Pakistani universities, a huge amount of money has been invested in its development and deployment. The CMS provides an integrated platform for managing academic activities, controlling process flows and provide online access to related information. It improves the efficiency and effectiveness of the universities and eventually improves the quality of teaching. However, it is very important to consider the attitudes and perceptions of faculty members and students towards the adoption of CMS because they may affect the acceptance of this technology. The aim of this study is to investigate and highlight the user satisfaction level about the CMS quality according to ISO/IEC 9126 standard. This work uses cross-sectional design as a primary research method, and data from 105 students and faculty members were collected from a Pakistani public sector university using a questionnaire survey. The response of the respondents illustrates that the system functionality is good, reliable, usable, and efficient. However, some improvements are necessary in some areas such as understandability, learnability, operability, and attractiveness.
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Damasco, Ione T., and Dracine Hodges. "Tenure and Promotion Experiences of Academic Librarians of Color." College & Research Libraries 73, no. 3 (2012): 279–301. http://dx.doi.org/10.5860/crl-244.
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This study broadly examines factors impacting work-life experiences of library faculty of color within the framework of tenure policies and processes. An online survey was sent out to academic librarians of color to gauge perceptions of tenure and promotion policies and processes, professional activities and productivity, organizational climate and culture, and job satisfaction and retention. Results of the survey showed mixed findings regarding the impact of race on the tenure and promotion process. Findings can be used to inform future discussions of recruitment and retention for academic librarians of color and to improve the overall tenure experience.
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Bezet, Amanda, Taylor Duncan, and Kira Litvin. "Implementation and evaluation of online, synchronous research consultations for graduate students." Library Hi Tech News 35, no. 6 (2018): 4–8. http://dx.doi.org/10.1108/lhtn-09-2017-0070.
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Purpose Librarians at Northcentral University (NCU) provide online synchronous research consultations for students to discuss resources and search strategies for class assignments, papers, presentations, theses and dissertations. The purpose of this paper is to document the implementation and assessment of this service and to seek to demonstrate that research consultations provided by NCU librarians contribute to students’ learning and success. Design/methodology/approach Research consultations are scheduled using Springshare LibCal and are conducted via Citrix GoToMeeting. Students report their satisfaction and skills learned via the Research Consultation Satisfaction Survey. Dissertation chairs and faculty instructors complete separate surveys, which assess the effect that research consultations had on their students’ work. All surveys were created using Qualtrics. Findings Assessment data reveal that students are satisfied with the research consultation service and can identify specific skills learned. Additionally, faculty and dissertation chairs report an improvement in students’ citations and ability to locate relevant sources. Future research may include examination of learning analytics or citation analysis for students who participated in research consultations. Originality/value Research consultations are rarely documented in the scholarly literature. An opportunity exists to make virtual research consultations more widely adopted as a distinct library reference service, and further, to measure the impact of this service. This project demonstrates how to successfully implement and assess online research consultations. Techniques discussed may be used in 100 per cent virtual environments, as well as within traditional, brick and mortar schools that may already offer face-to-face research consultations.
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Almusharraf, Norah, and Shabir Khahro. "Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (2020): 246. http://dx.doi.org/10.3991/ijet.v15i21.15647.
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This research aims to evaluate the level of postsecondary student satisfaction with online learning platforms and learning experiences during the novel coronavirus COVID-19 pandemic in the Kingdom of Saudi Arabia (KSA). This paper is based on the premise of transformative learning theories [1], which describe the learners’ authority and investment over their learning. Quantitative research was carried out using a survey that was sent out to 283 students enrolled at one higher education institution in KSA. These data were analyzed using SPSS. Average Mean Score (AMS) was used for data analysis, where the results are validated using the Standard Deviation (SD), Skewness and Kurtosis test, and Cronbach Alpha test. The research findings revealed that the students are satisfied with the university staff and faculty members who agreed on specific online platforms to use, grading system, assessment options, training workshops, online technical support, and more. The research findings also showed that participants were highly satisfied with Google Hangouts the most for lecture delivery, followed by Google Classroom and LMS (Moodle) for course management and assessments. With only respect to the students’ online learning experiences, the COVID-19 situation within this study context was handled adequately. This study calls for further research into the integration of professional development workshops and practical training courses for online learning and teaching to endorse innovative teaching techniques and alternative assessment plans for instructors, learners, administrators, and policymakers.
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Alturise, Fahad. "Evaluation of Blackboard Learning Management System for Full Online Courses in Western Branch Colleges of Qassim University." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (2020): 33. http://dx.doi.org/10.3991/ijet.v15i15.14199.
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With the advance in information technology, higher education institutes begun to transit from existing traditional teaching method alternate blackboard Learning Management System (LMS). In this context, western branch Colleges of Qassim University in the Kingdom of Saudi Arabia for the first-time started blackboard learning management system for e-learning in the academic year of 2016. At first stage of project, Deanship of E-Learning launched the e-courses for Islamic 101 and Islamic 102 at full online in the university and trained all faculties and students to the new e-course full level program. Based on the new developed full online courses, a survey was conducted in college of western branch in Qassim University regarding difficulties, limitations, faculty members and student’s satisfaction regarding blackboard LMS using full online course on campus. Detailed evaluation of survey concludes that devel-oped e-courses is a new step but required significant work for improvements.
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Rutner, Jennifer, and James Self. "Still Bound for Disappointment? Another Look at Faculty and Library Journal Collections." Evidence Based Library and Information Practice 8, no. 2 (2013): 114. http://dx.doi.org/10.18438/b8xs5z.
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Objective – To examine why faculty members at Columbia University are dissatisfied with the library’s journal collections and to follow up on a previous study that found negative perceptions of journal collections among faculty at Association of Research Libraries (ARL) member institutions in general.
 
 Methods – In 2006, Jim Self of the University of Virginia published the results of an analysis of LibQUAL+® survey data for ARL member libraries, focusing on faculty perceptions of journal collections as measured by LibQUAL+® item IC-8: “print and/or electronic journal collections I require for my work.” The current analysis includes data from 21 ARL libraries participating in the LibQUAL+® survey from 2006 through 2009. Notebooks for each library were accessed and reviewed for the Information Control and overall satisfaction scores. At Columbia, the results were used to identify departments with negative adequacy gaps for the IC-8 item. Follow-up phone interviews were conducted with 24 faculty members in these departments, focusing on their minimum expectation for journal collections, their desired expectations, and preferences for print or electronic journals.
 
 Results – Analysis of the 2009 LibQUAL+® scores shows that faculty across ARL libraries remain dissatisfied with journal collections. None of the libraries achieved a positive adequacy gap, in which the perceived level of service exceeded minimum expectations. There was no significant change in the adequacy gap for the IC-8 item since 2006, and satisfaction relative to expectations remained consistent, showing neither improvement nor decline. While most of the faculty members interviewed at Columbia stated that the journal collections met their minimum expectations, 15 of 24 reported that the library did not meet their desired level of service in this area. Key issues identified in the interviews included insufficient support from library staff and systems regarding journal acquisition and use, the need for work-arounds for accessing needed journals, problems with search and online access, collection gaps, insufficient backfile coverage, and the desire for a discipline-specific “quick list” to provide access to important journals.
 
 Conclusion – The issue of satisfaction with journal collections is complex, and faculty members have little tolerance for faulty systems. The evolution of the electronic journal collections and the inherent access challenges will continue to play a critical role in faculty satisfaction as libraries strive to provide ever-better service.
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Subbarayalu, Arun Vijay, and Ahmed Al Kuwaiti. "Quality of work life (QoWL) of faculty members in Saudi higher education institutions." International Journal of Educational Management 33, no. 4 (2019): 768–79. http://dx.doi.org/10.1108/ijem-11-2017-0311.
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Purpose Higher education institutions understand the importance of the quality of work life (QoWL) since it directly impacts faculty members’ involvement in providing high-quality teaching. The purpose of this paper is to compare the QoWL of faculty members in undergraduate medical and undergraduate engineering programs offered at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Design/methodology/approach An exploratory study design was adopted and 100 faculty members from each program were selected. A pretested QoWL questionnaire was distributed among faculty members using the Questionpro online survey portal. Findings Results showed that there is no significant difference between the two programs with regard to the overall QoWL (p>0.05). However, a significant difference was observed with respect to dimensions such as “working condition/environment,” “psychosocial factors at work place” and “job satisfaction and job security.” Also, there is a positive relationship observed between all the dimensions of QoWL (p<0.05). Originality/value This study will help educational policy planners to understand the differences in QoWL of faculty members in different programs so as to develop appropriate strategies for its improvement.
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Malabanan, Elizabeth, and Arlyn Bayeng. "Level of satisfaction and utilization of EBSCOhost among UPHSL students and faculty." Digital Library Perspectives 35, no. 3/4 (2019): 205–15. http://dx.doi.org/10.1108/dlp-03-2019-0009.
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Purpose Electronic resources are becoming an integral part of the academe. It has revolutionized the idea of research, making information more accessible. This study aims to determine the level of utilization and satisfaction on EBSCOhost database among UPHSL students and faculty members. It analyzes the effect of the respondents’ user type, gender and education to the usability and satisfaction of users to EBSCOhost. Design/methodology/approach The study, which used a survey questionnaire as a primary tool to gather data, had 300 respondents who willingly participated from the faculty and student body of the University of Perpetual Help System – Laguna. Findings Results revealed that majority of the respondents were found to be female, aging 20-25 with a college degree or taking their degree. The results of the study showed that the students and faculty members of UPHSL are moderately satisfied of the services of EBSCOhost and users are only moderately using it. In addition, the study revealed that the respondents have the same level of satisfaction and utilization of EBSCOhost regardless of their user type, age, gender and educational attainment. Furthermore, there is a significant relationship between the respondents’ level of satisfaction and level of utilization of EBSCOhost. The higher is the respondents’ level of satisfaction, the higher is their level of utilization of EBSCOhost. Originality/value Subscription to online databases is an integral part of the academic library. However, in developing countries, subscription can take a lot from the overall library budget. EBSCOhost, as one of the popular research databases, is among the plethora of databases that libraries subscribe to. This paper analyzes the level utilization and satisfaction of users to EBSCOhost. The analysis presented in this research can provide insight on the usability of among developing countries.
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Zaheer, Muhammad. "Faculty: A success factor in improving quality of distance learning." Asian Association of Open Universities Journal 8, no. 1 (2013): 71–81. http://dx.doi.org/10.1108/aaouj-08-01-2013-b007.
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The quality of the output (students) of any educational institution depends on many factors like curriculum, technology, infrastructure, assessment, students and its faculty. The most important of all these factors is faculty. If faculty members are satisfied, motivated and committed then students' learning is going to be much better. No matter how advanced technology and infrastructure may be, how well designed the curriculum is and how delicate the assessment mechanism is, faculty is a variable that supersedes all. Teaching, whether in conventional or distance learning, is the single variable that can be a decisive factor in students' learning. Teaching in distance mode, where there is no or very little teacher-student interaction may become a boring, routine and unattractive job. Too much research is being conducted on factors like technology and media, whereas the faculty of distance education remains a neglected area. In this study, the Job Characteristic Model developed by Hackman and Oldham (1976) has been used as the theoretical basis and the Job Diagnostic Survey has been used to collect data from teachers of distance learning and traditional universities by using an online link which was sent via email to all the faculty members. The purpose of the study was to gather empirical data about faculty satisfaction in both modes of teaching (traditional and distance learning), compare both modes and explore which factors are considered to be more important by the faculty members. The results show that faculty members in distance education and traditional education systems differ in their perceptions towards their jobs. Higher mean scores have been recorded for skill variety, task identity, autonomy, feedback from work, experienced meaningfulness, job security and growth satisfaction by faculty of the traditional education system as compared to distance education faculty.
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M Smith, Christina. "Implementing and Evaluating a Blended Learning Format in the Communication Internship Course." Journal of Information Technology Education: Innovations in Practice 14 (2015): 217–35. http://dx.doi.org/10.28945/2299.
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The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.
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Clarkson-Hendrix, Michael, and Lynn A. Warner. "A Mixed Methods Examination of MSW Student Satisfaction With Integrated Behavioral Health Field Placements." Advances in Social Work 20, no. 2 (2020): 283–99. http://dx.doi.org/10.18060/23377.
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Social workers must be prepared to work effectively within systems that attempt to maximize coordination where integrated behavioral health care is provided. Current students are the profession’s pipeline to the behavioral health workforce. If social work students are dissatisfied with the training they receive in integrated health care settings, they may be deterred from interprofessional collaborative practice. This study examined MSW students’ satisfaction with integrated behavioral health field placement experiences. Thirty-three students completed an online survey that asked about factors associated with field placement satisfaction, and nine of these students participated in two focus groups to explore other aspects of the field setting that influenced satisfaction. Survey results revealed that as role ambiguity increased, student satisfaction decreased. Focus group findings uncovered that the profession’s influence within the field setting and the presence of support by professionals from other disciplines promoted students’ satisfaction. These results suggest that educators should help students develop skills in tolerating role ambiguity and asking for role clarification as part of supervision when placements are in these settings. MSW faculty and field education directors may want to collaborate with integrated behavioral health providers to assess organizational climate and identify ways to foster inclusive interprofessional collaborative practices and a culture of cross-profession respect.
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Abdelkreem, Elsayed, Seham A. Abo-Kresha, Emad A. Ahmed, Doaa Ibrahim, Shimaa B. Hemdan, and Mostafa A. Abdellah. "Needs assessment for faculty development at an Egyptian medical school: a triangulation approach." International Journal Of Community Medicine And Public Health 7, no. 5 (2020): 1669. http://dx.doi.org/10.18203/2394-6040.ijcmph20201965.
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Background: Faculty development (FD) is a core component of medical education, and needs assessment is central for planning effective FD programs. In the present study, we assessed the perceived development needs of medical faculty and the factors affecting these needs at an Egyptian medical school.Methods: This sequential mixed-methods research was conducted in 2019 at Faculty of Medicine, Sohag University (Egypt) using a triangulation approach for data collection: (1) web-based survey composed of 74 items about demographics and educational experiences, satisfaction with current FD programs, perceived development needs, delivery and scheduling preferences; (2) semi-structured interviews for in-depth understanding; and (3) secondary data.Results: A total of 434 out of 793 target faculty (54.7%) completed the survey. Participants in general perceived moderate to extreme need to all FD areas with the highest priorities given for discipline-specific and research domains. Awareness of teaching needs has increased among faculty in recent years. Perceived FD needs varied across career stage, and most participants preferred short interactive workshops; online methods are also desired. Compulsory participation in FD programs was a subject of high controversy. More than one-third of participants were interested in joining the newly established medical education department.Conclusions: Perceived FD needs are affected by accreditation standards, academic reward systems, and socioeconomic factors. The present study provides a transferrable model for conducting FD needs assessment, and the findings are important for planning effective and economically sound FD programs within the complex structure of today’s medical schools.
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Zaki, M. "Academic Quality Assurance Survey in Higher Education." International Journal of Higher Education 9, no. 6 (2020): 268. http://dx.doi.org/10.5430/ijhe.v9n6p268.
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State Islamic University of Mataram (UIN Mataram) is the only Higher Education institution which is located in central of Indonesia and leads to its vision as World Class University (WCU) in 2042 by managing 32 study programs including sciences and socials. Furthermore, it has huge responsibility to develop the quality of education in local and national scopes which then required good academic quality control. The present study aims to describe and analyze the responses on the academic service at Faculty of Education and Teachers Training at UIN Mataram in 2018 and 2019. The research approach was quantitative model with the survey design. The instruments used was online and offline questionnaires with the collaboration with Quality Assurance Bureau (QAB) at the university. According to the findings of the study, the conclusion was: (1) the students’ satisfaction on the lecturers’ performance increased 0.014 in 2019, (2) TBI (English Education Department) showed significant improvement of lecturers’ performance score (0.24) in 2019, and (3) the lecturers’ punctuality to teach had been the item to show the highest score margin between 2018 and 2019 (0.24). The present research implies the urgency to adjust the weakness of the academic quality to the better condition.
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Paulsen, Justin, and Alexander C. McCormick. "Reassessing Disparities in Online Learner Student Engagement in Higher Education." Educational Researcher 49, no. 1 (2020): 20–29. http://dx.doi.org/10.3102/0013189x19898690.
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Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.
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Gopalan, Neena, and Murugan Pattusamy. "Role of Work and Family Factors in Predicting Career Satisfaction and Life Success." International Journal of Environmental Research and Public Health 17, no. 14 (2020): 5096. http://dx.doi.org/10.3390/ijerph17145096.
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The mediating roles of work-family balance, job satisfaction and family satisfaction in work-family dynamics research has not been explored fully to delineate their probable intervening effects. Using spillover theory as the basis, the current study tests a model to identify the role of these factors in work-family conflict (and work-role ambiguity), career satisfaction and perception of life success. Responses obtained through an online survey from a final sample of 344 academic faculty, across different educational institutions in India, tend to suggest that work-family balance mediated work-family conflict and its potential influence on life success as well as career satisfaction, and also the relationship between work-role ambiguity and both life success and career satisfaction. While job satisfaction also showed similar results except for non-significant mediation between work-role ambiguity and life success, family satisfaction mediated only between work role ambiguity and life success. The importance of job satisfaction and work-family balance is highlighted in the context of reducing the negative impact of work-family conflict and work-role ambiguity on one’s career and life satisfaction. Results and their practical and theoretical implications, and future directions of research to further our understanding of work-family dynamics, etc., are discussed.
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Rao, Sandhya K., Victoria Carballo, Brian M. Cummings, Frederick Millham, and Joseph O. Jacobson. "Developing an Interdisciplinary, Team-Based Quality Improvement Leadership Training Program for Clinicians: The Partners Clinical Process Improvement Leadership Program." American Journal of Medical Quality 32, no. 3 (2016): 271–77. http://dx.doi.org/10.1177/1062860616648773.
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Although there has been tremendous progress in quality improvement (QI) education for students and trainees in recent years, much less has been published regarding the training of active clinicians in QI. The Partners Clinical Process Improvement Leadership Program (CPIP) is a 6-day experiential program. Interdisciplinary teams complete a QI project framed by didactic sessions, interactive exercises, case-based problem sessions, and a final presentation. A total of 239 teams composed of 516 individuals have graduated CPIP. On completion, participant satisfaction scores average 4.52 (scale 1-5) and self-reported understanding of QI concepts improved. At 6 months after graduation, 66% of survey respondents reported sustained QI activity. Three opportunities to improve the program have been identified: (1) increasing faculty participation through online and tiered course offerings, (2) integrating the faculty-focused program with the trainee curriculum, and (3) developing a postgraduate curriculum to address the challenges of sustained improvement.
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Bozkurt, Veysel, Elvan Yalçınkaya, Abdullah Karataş, Mustafa Talas, and Arzu Şahin. "Perceptions of Doctoral Students: Satisfaction, Difficulties, Gained Skills and Performance in Publishing in Academic Journals." Yuksekogretim Dergisi 11, no. 2Pt1 (2021): 263–75. http://dx.doi.org/10.2399/yod.20.516442.
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The aim of this study was to examine the perceptions of doctoral students about the content of doctoral programs, faculty and doctoral field. It was also aimed at determining the indicators that affect doctoral students' performance in getting published in academic journals. For this purpose, 1367 doctoral students from 15 different universities were administered a "Doctoral Education Evaluation Survey" face-to-face and online. Principal component analysis revealed 4 factors. The majority of doctoral students at the course stage are satisfied with the content of the doctoral program, the faculty members and the doctoral field. As the students' awareness increases over time, their complaints increase. The dissatisfaction of doctoral students reaches the highest level, at the proficiency stage. Furthermore, from the second year on, there is a decline in the satisfaction of doctoral students with the content of the doctoral programs, with the faculty members and the opportunities offered by the doctoral field, to a statistically significant extent. Especially those working in the social sciences complain that research methods are not taught enough. Binary logistic regression was applied to determine the indicators affecting the publication performance of the doctoral students in academic journals. The participation of doctoral students in international academic symposiums emerged as the most important indicator. The other predictive variables are doctoral students' participation in a project, working as a research assistant at the university, and completion of the course stage. Encouraging the participation of doctoral students in academic congresses with their advisors or their colleagues will contribute to increasing their publication performance.
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Hardyanti, Winda. "Diskrepansi Kepuasan Pembaca Media Online Islam: Studi Komparatif Kesenjangan Kepuasan Membaca Situs eramuslim.com di Kalangan Dosen dan Mahasiswa di Malang." JURNAL SOSIAL POLITIK 3, no. 1 (2017): 180. http://dx.doi.org/10.22219/sospol.v3i1.4968.
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AbstrakBerdasarkan hasil exploratory research yang dilakukan oleh peneliti, ditemukan data awal bahwa kepuasan pembaca dalam membaca situs-situs Islam beraneka ragam. Dari beberapa responden yang peneliti wawancara secara acak, didapat data awal bahwa setelah mereka membaca situs Islam, ada yang mengatakan bahwa pemahaman mereka terhadap sebuah konsep membuat mereka tidak puas dan lebih bingung. Penelitian ini meneliti satu media namun menggunakan subyek penelitian di dua kalangan. Pada umumnya, penelitian diskrepansi kepuasan membaca dilakukan dengan menggunakan dua media dan satu subyek penelitian. Tingkat pendidikan merupakan salah satu faktor yang mempengaruhi diskrepansi. Penelitian ini menggunakan pendekatan Uses and Gratifications, yaitu suatu pendekatan yang lebih berorientasi pada studi khalayak dan jamak digunakan pada penelitian yang berkaitan dengan khalayak. Metode yang digunakan adalah dengan menggunakan metode survey dengan dibantu kuesioner sebagai instrumen risetnya.Hasil penelitian yang diperoleh menunjukkan bahwa tingkat pendidikan memang mempengaruhi diskrepansi kepuasan membaca. Semakin tinggi tingkat pendidikan menyebabkan tingkat diskrepansi makin tinggi, hal itu terlihat dari beberapa data kategori motif dimana kepuasan dosen dalam membaca eramuslim.com ditempatkan pada angka kepuasan kategori sangat rendah. Ada tiga item yang menunjukkan bahwa kepuasan dosen terhadap eramuslim.com sangat rendah yaitu pada item pernyataan eramuslim.com digunakan untuk menambah pengetahuan tentang Islam (42,1 %), item pernyataan eramuslim.com digunakan untuk mengetahui perkembangan dunia Islam( 41,78 %) dan item menjadikan eramuslim.com sebagai pilihan media untuk berinteraksi bersama-sama dengan teman/ kolega/saudara ( 43,57%). Di kalangan mahasiswa kepuasan terendah terletak pada item responden membaca eramuslim.com untuk menambah pengetahuan tentang Islam (angka kepuasan 59,7%).Kata Kunci: diskrepansi, kepuasan membaca, media online AbstractBased on the results of exploratory research conducted by researchers found preliminary data that the reader satisfaction in reading Islamic sites is different. Few respondents who researchers randomly interview, obtained preliminary data that after they read Islamic sites, some respondents say that their understanding of a concept makes them dissatisfied and more confused.This study examines the media but uses the subject of research in the two circles. In general, the study discrepancy satisfaction reading was done using two medium and one research subject. The level of education is one of the factors that influence the discrepancy.This study uses Uses and Gratification approach, is an approach that is more oriented to the study of audiences and the plural is used on research relating to the audience. The method used is to use a survey method with the help of a questionnaire as a research instrument.The results obtained show that the educational level of satisfaction affects discrepancy read. The higher the level of education has resulted in higher levels of discrepancy, it is visible from several data categories where the motive faculty satisfaction in reading eramuslim.com placed on a very low satisfaction score category. There are three items that indicate that faculty satisfaction against eramuslim.com very low at the eramuslim.com statement items used to gain knowledge about Islam (42.1%), eramuslim.com statement items are used to determine the development of the Islamic world (41.78% ) and items made eramuslim.com as a selection of media to interact with friends/ colleagues / relatives (43.57%). Among the students of the lowest satisfaction lies in the item respondents read eramuslim.com to increase knowledge about Islam (satisfaction score of 59.7%).Keywords: discrepancy, the satisfaction of reading, online media
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Silk, Hugh, Judith A. Savageau, Kate Sullivan, Gail Sawosik, and Min Wang. "An Update of Oral Health Curricula in US Family Medicine Residency Programs." Family Medicine 50, no. 6 (2018): 437–43. http://dx.doi.org/10.22454/fammed.2018.372427.
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Background and Objectives: National initiatives have encouraged oral health training for family physicians and other nondental providers for almost 2 decades. Our national survey assesses progress of family medicine residency programs on this important health topic since our last survey in 2011. Methods: Family medicine residency program directors (PDs) completed an online survey covering various themes including number of hours of oral health (OH) teaching, topics covered, barriers, evaluation, positive influences, and program demographics. Results: Compared to 2011, more PDs feel OH should be addressed by physicians (86% in 2017 vs 79% in 2011), yet fewer programs are teaching OH (81% vs 96%) with fewer hours overall (31% vs 45% with 4 or more hours). Satisfaction with the competence of graduating residents in OH significantly decreased (17% in 2017 vs 32% in 2011). Program directors who report graduates being well prepared to answer board questions on oral health topics are more likely to have an oral health champion (P&lt;0.001) and report satisfaction with the graduates’ level of oral health competency (P&lt;0.001). Programs with an oral health champion, or having a relationship with a state or national oral health coalition, or having routine teaching from a dental professional are significantly more likely to have more hours of oral health curriculum (P&lt;0.001). Conclusions: Family medicine PDs are more aware of the importance of oral health, yet less oral health is being taught in residency programs. Developing more faculty oral health champions and connecting programs to dental faculty and coalitions may help reduce this educational void.
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Azizan, Nurul Hafizah, Zamalia Mahmud, and Adzhar Rambli. "Measurement Instrument and Indicators of Subjective Well-Being: A Review Paper." Journal of ASIAN Behavioural Studies 3, no. 11 (2018): 22–33. http://dx.doi.org/10.21834/jabs.v3i11.322.
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 Subjective well-being is focusing on happiness and life satisfaction of the people. This review is carried out to examine the contributing factors of people's happiness and life satisfaction and also to determine the measurement instrument used in conducting a survey. A total of 60 articles obtained from academic search engines and online databases which are Google Scholar, ScienceDirect and Scopus have been chosen to be reviewed within a period from September 2017 until January 2018. Only 33 articles indexed in Scopus and ISI are eligible for final review.
 Keywords: Subjective well-being; happiness; life satisfaction
 eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Sarwar, Farhan, Tahir Masood Qureshi, and Siti Aisyah Panatik. "Work to Family Facilitation as a Predictor of Job Satisfaction, Affective Commitment and Job Performance in Academia." Journal of Management Info 6, no. 3 (2019): 30–35. http://dx.doi.org/10.31580/jmi.v6i3.981.
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Work to Family Facilitation considers that time and other resources spent on the job by an individual can have a positive impact on family life. The current study tests to what extent this perception affects the employee’s level of job satisfaction, affective commitment, and self-rated job performance. A systematic random sample of 293 faculty members from 30 public and private universities of Pakistan filled an online survey. Results from path analysis performed in AMOS indicate that Work to Family Facilitation is significant and positive predictors of all three outcomes variables. Moreover, both job satisfaction and affective commitment mediate path leading from work to family facilitation and self-rated job performance such that job satisfaction precedes affective commitment in the causal chain. Hence by devising family-friendly HR policies, effective job designs and fostering environment that is family supportive will result in enhanced employee performance. Similarly hiring employees with resourceful psychological traits or interventions to enhance resourceful psychological states can result in greater perception of work to family facilitation. Discussion and implications are followed by future research directions.
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Lestari, Suci Mulya, Iswan ,, and Ahmad Suryadi. "PENGARUH LITERASI DIGITAL DAN EFEKTIVITAS APLIKASI SIKAD TERHADAP KUALITAS PELAYANAN DAN KEPUASAAN MAHASISWA FAKULTAS ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH JAKARTA." Instruksional 2, no. 1 (2020): 41. http://dx.doi.org/10.24853/instruksional.2.1.41-46.
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This study aims to determine the effect of digital literacy and the effectiveness of the application of Sikad which is an online academic application on the quality of service and satisfaction of students as users. The study was conducted at the Faculty of Education at the University of Muhammadiyah Jakarta with respondents selected by random sampling of 90 students consisting of 5 study programs, namely: PG-PAUD, PGSD, Mathematics, PBSI, and PBI. This research uses a quantitative approach with survey methods and data analysis techniques using path analysis. The results of this study indicate that of the 7 research results, 3 of them are positive and significant, namely: The effect of the effectiveness of the application of the attitude on the quality of service is significant (T hitung> T table = 2.776 > 1.98 and P value <0.05 = 0.006 <0.05); The effect of service quality on user satisfaction is significant (69,969> 1.98 and 0,000 < 0.05); The effect of digital literacy on user satisfaction through significant service quality (2,803 > 1.98 and 0.005 < 0.05).
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Grinnell, Lynn, Amy Sauers, Frank Appunn, and Larry Mack. "Virtual Teams In Higher Education: The Light And Dark Side." Journal of College Teaching & Learning (TLC) 9, no. 1 (2011): 65–78. http://dx.doi.org/10.19030/tlc.v9i1.6716.
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Students and faculty are grappling with learning teams in the online environment - more than half of all higher education organizations offer online courses (Hoffman, 2006). As online course developers try to replicate the best practices of traditional classrooms, the asynchronous technology of the Internet has added great capability while also increasing the confusion that distance in space and time can add to the learning process. This study conducted a qualitative survey of online learning teams using content analysis by three researchers and grounded theory by the fourth researcher. Analysis of the rich text responses prompted the researchers to propose a model for online team development that reflected the functionality or dysfunctionality of teams. Key influences related to the internal or external locus of control of conscientious students. Key findings include strong connections between conscientiousness and attitude towards teamwork on the input side with satisfaction and trust for outcomes. Unlike other research, these online teams linked performance not to pedagogy, but conscientiousness, attitude towards teamwork, and trust. Technology did not hinder performance, suggesting that the new generation of learners is more comfortable with online interactions. The study detected a new factor, team leadership, as a core issue limiting learning and success within teams.
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Zadake, Sujit Navnath, Suresh K. Kangane, Anand S. Ambekar, Mahendra Kondle, and Radhika Kalekar. "Factors Affecting Satisfaction with the Process of Orthodontic Treatment in Young Adults: A Questionnaire Study." Journal of Indian Orthodontic Society 54, no. 2 (2020): 135–41. http://dx.doi.org/10.1177/0301574219887503.
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Introduction: Recently, there has been an increase in adults undergoing orthodontic treatment in both the public and the private sector. Satisfaction during and after the orthodontic treatment process has not been widely discussed so far, however, and few research studies have emphasized patient satisfaction with treatment outcome and the factors affecting patient satisfaction. Aim: To investigate factors affecting patient satisfaction with the process of orthodontic treatment in young adults. Material and methods: Fifty-eight patients (33 girls and 25 boys with a mean age of 25.05 years, SD 2.83) were included in the survey. All patients were young adults who had completed their orthodontic treatment with fixed appliances and were taken from two centers (a teaching hospital and a private practice). Data was collected using online survey forms and was analyzed using content thematic analysis. Five main factors were identified related to patient satisfaction with the process of orthodontic treatment: communication, faculty (orthodontist), physical surroundings, consultation/appointments, and impact of appliance treatment. Results: Effective communication was the most prominent factor among all five factors considered, especially detailed explanation given during treatment and making patients feel comfortable under their care. Median values were generally high for satisfaction with treatment results. There was a clear correlation ( p < 0.001) between patient satisfaction and treatment outcome. Age, sex and treatment time did not have any correlation with treatment satisfaction. Conclusion: In general, young adults were observed to be satisfied with the treatment process, and good communication played a dominant role in this. Though there were many differences in working models between public and private sectors, many similarities were observed when comparing the factors between the two centers.
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Rahardja, Untung, Muhamad Yusup, and Ana Nurmaliana. "PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA." CCIT Journal 7, no. 3 (2014): 335–54. http://dx.doi.org/10.33050/ccit.v7i3.258.
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The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.
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Francois, Aurora, Aparna Hebbani, and Sean Rintel. "Facebook in the University Workplace." Media International Australia 149, no. 1 (2013): 15–27. http://dx.doi.org/10.1177/1329878x1314900104.
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Access to social network sites (SNS) in the workplace has been much debated. While some consider SNS a distraction, others consider them a tool for professional socialisation and that recreational access positively impacts satisfaction. This exploratory study reports results from an online survey of employees from one faculty of an Australian university, exploring how they used Facebook at work and how they would react to a hypothetical Facebook ban. Three-quarters of respondents used Facebook at work, primarily for personal socialisation during breaks. Many self-imposed a strict personal/professional separation, but opposed a hypothetical SNS ban, perceiving it as an infringement on their workplace autonomy. It is argued that university employees – academic and professional – can be trusted to self-regulate access.
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Kulmagambetova, Zh K. "THE NEED FOR CLOUD TECHNOLOGIES IN THE EDUCATIONAL PROCESS." BULLETIN Series of Physics & Mathematical Sciences 72, no. 4 (2020): 214–18. http://dx.doi.org/10.51889/2020-4.1728-7901.33.
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The article studies the concepts of cloud technologies, cloud storage systems, the advantages and disadvantages of which are determined by conducting a survey, a question and answer session between the faculty and students of the university. In addition, the effectiveness of the implementation of cloud technologies in the educational process of the university will be determined. The use of cloud technologies in higher educational institutions helps to reduce the problems of increasing the efficiency of the educational process. This demonstrates a significant reduction in data processing costs associated with educational institutions. The quality of user satisfaction will increase. In general, the use of cloud services is very effective for distance learning, online learning, especially in the current situation - a global pandemic.
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Broadhurst, Dominic. "The direct library supply of individual textbooks to students: examining the value proposition." Information and Learning Science 118, no. 11/12 (2017): 629–41. http://dx.doi.org/10.1108/ils-07-2017-0072.
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Purpose This paper aims to highlight the value of a library led e-textbook programme at a the UK university. Design/methodology/approach The data for the results were obtained from two surveys of students. First, from an online survey of 575 students who received an individual copy of an e-textbook from The University of Manchester Library. Second, from a face to face survey of 146 students, based on a random sample of students entering the Alan Gilbert Learning Commons at the University. In addition, a series of one-to-one interviews were conducted with 40 members of academic faculty, who were teaching the course modules, on which the students received their own e-textbook. Findings This research highlights the significant benefits a library led e-textbook service can offer to students, academic faculty, the wider University and to the profile of the library. Provision of the e-textbooks leads to higher engagement of learning from students, their increased satisfaction with the University and Library, plus addresses issue of reducing their direct costs. It also leads to enhanced pedagogy from the perspective of academic faculty. Practical implications The paper addresses issues of inequality of provision for individual students and contributes to enhanced learning for all students. Originality/value Library led initiatives are very new in this field and this project is one of the first to both undertake this provision and to undertake extensive research to assess the value of the project.
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Sithamparapillai, A., E. Fremes, J. Maskalyk, and M. Landes. "P124: Canadian faculty experience of participating in a global health partnership working to build emergency medicine capacity in Ethiopia." CJEM 21, S1 (2019): S109. http://dx.doi.org/10.1017/cem.2019.315.
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Introduction: Global health partnerships (GHPs) between high income and low income countries are a means of capacity building in education. Literature often focuses on the GHP structure and output, along with retention and experience of local trainees, but neglects the experience of involved faculty. Here, we survey Canadian teaching faculty participating in the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) to describe characteristics of participants and their experience in the program. Methods: EM faculty participating in TAAAC-EM teaching trips from 2011-2016 were invited to complete an online survey in February 2017. Teaching faculty travel for one month and undergo an extensive selection process, pre-departure training and post-trip debriefing. Quantitative and qualitative data were collected and analyzed using basic statistics and inductive thematic analyses respectively. Results: Overall, 19 (N = 30, 63.3%) faculty completed the survey, of which 13 had prior global health experiences (range 1 to &gt; 12 months). On a scale of 1-7, participants rated their mean overall experience as a 5.9 and preparation as a 5.7. Among respondents, 79% would participate in future TAAAC-EM activities, 79% would engage in future global health endeavours, 95% said the experience improved their satisfaction of practicing clinical medicine and 89% said it improved their enjoyment of teaching medicine. However, while 58% stated they would recommend this experience without hesitation to colleagues, the remaining 42% said they would recommend this experience with caveats. This latter group had a lower rated preparedness (MD = 1.398, p = 0.003) and TAAAC-EM experience (MD = 1.545, p = 0.001). Major themes in qualitative responses included that the participants felt that intrinsic motivation and flexible predispositions were necessary to participate. Intrinsic motivation for global health involvement included appreciation and impact for GH, and personal growth. Regarding flexibility, respondents highlighted the importance of having a flexible demeanor to understand, accommodate and ethically address cultural differences and practicing in another context. Conclusion: The type of faculty to recruit for GHPs may require flexible predispositions and intrinsic motivation for GH. These qualities combined with adequate preparation can facilitate overall faculty experiences on global health trips.
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VanDerSchaaf, Hans, and Tugrul Daim. "Critical Factors Related to Student Success Technology." International Journal of Innovation and Technology Management 17, no. 06 (2020): 2050045. http://dx.doi.org/10.1142/s0219877020500455.
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This study examines university students’ perspectives on student success technology. Efforts to improve graduation and retention rates for undergraduates (i.e. “student success”) and initiatives to enhance the overall student experience are critical for higher education administrators, faculty and staff. These actors are significantly dependent on technology and technology-mediated services. To help understand student perspectives on online services related to student success, this study uses data from a 2016 survey of ABC University students about the importance and satisfaction that students placed on accomplishing key tasks online ([Formula: see text] respondents). The main questions in this inquiry are: (1) What, if any, factors, or latent variables, are in the data set? (2) If there are latent variables, what might they tell us about students’ perspectives on accomplishing critical online tasks? The study’s main findings are that five factors — navigation, tactical, funding, personalization and planning - are present in the data and statistically significant. The findings also suggest that a sixth factor, funding, is not significant. This study contributes to the literature by supporting the notion that there is harmony between the technology that universities utilize to support students and the value that students derive from such tools.