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Relevant bibliographies by topics / University academic staff members

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Academic literature on the topic 'University academic staff members'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "University academic staff members"

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Zare-Bidakia, Majid, Ali Rajabpour-Sanati, and Bentolhoda Mousavi. "Type students’ versus academic staff’ attitudes towards e-learning: A comparative study." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (2018): 71–76. http://dx.doi.org/10.18844/prosoc.v5i3.3911.

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In developed countries, universities have started e-learning. This phenomenon is a new issue in Iran. This research aimed to investigate students’ and faculty members’ attitude towards electronic learning in Birjand University of Medical Sciences. This is a descriptive-surveying study. Research population includes students and faculty members of Birjand University of Medical Sciences. Data were collected from 313 students and 86 faculty member through a researcher-made questionnaire. Reliability of this questionnaire was obtained 0.91 using alpha Cronbach coefficient. Field study was used to collect the data and the collected data were analysed by SPSS software. Both students and faculty members showed positive attitude towards e-learning. However, faculty members showed more positive view about e-learning (p < 0.000). Our findings showed that there is a significant difference among students’ attitudes in different schools about e-learning (p < 0.000). Academic managers should provide requirements to develop e-learning in Iranian universities.  Keywords: E-learning, student, faculty members, attitude.

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Akparobore, Daniel, and Ademola Ferdinand Omosekejimi. "Leadership qualities and style: a panacea for job productivity and effective service delivery among library staff in academic libraries in South South, Nigeria." Library Management 41, no. 8/9 (2020): 677–87. http://dx.doi.org/10.1108/lm-02-2020-0025.

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PurposeThe purpose of this study is to examine leadership qualities and style as panacea for job productivity and effective service delivery among library staff members in academic libraries in Nigeria. This study will help to ascertain the leadership style that is mostly adopted by university library management staff members in university libraries in South South, Nigeria, ascertain the type of leadership style that can be adopted by library management to attain productivity and effective service delivery among staff members in university libraries in South South, Nigeria and identify the leadership qualities that allows for productivity and effectiveness of staff members in university libraries in South South, Nigeria among others.Design/methodology/approachA descriptive survey research design was adopted for this study. The target population for this study comprises 672 library staff members from 23 university libraries across the South South region of Nigeria. Total enumeration sampling technique was used to sample the entire population. The instrument used for data collection was a structured questionnaire. A total of 672 copies of the questionnaire were administered and total of 623 were duly completed and found useable, therefore there was 93% response rate. The data collected for this study was analyzed using simple percentage/frequency counts and weighed mean.FindingsFinding from the study revealed that the leadership style mostly adopted and practiced by the staff members at the management level in academic libraries in South South, Nigeria is the autocratic type of leadership. Also, Almost all library staff members in academic libraries in South South, Nigeria upholds the view that democratic type of leadership, if practiced by staff members at the management level in academic libraries will allow for maximum job productivity and effectiveness among library staff members, that commitment and passion for their job, excellent communication skills, good decision-making skill, delegation of authority/subordinate empowerment among others are qualities a good leader.Originality/valueThis submission is a work by the researcher and to the best of the researcher's knowledge contains no materials previously published or written by another person.

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

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

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Nīmante, Dita, Sanita Baranova, and Ligita Stramkale. "The University Administrative Staff Perception of Inclusion in Higher Education." Acta Paedagogica Vilnensia 46 (September 8, 2021): 90–104. http://dx.doi.org/10.15388/actpaed.2021.46.6.

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This study investigates university administrative staff perception of inclusion in higher education at the university level. The study uses the University of Latvia as a case to answer the following research questions: What constitutes inclusion in university education, how accessibility is provided? What are the support systems provided for diverse students? What support and training are provided to administrative and academic staff to ensure that the educational needs of diverse student bodies are met? The methodology employed is exploratory and descriptive, and uses the interview method and semi-structured questionnaire. The sample is made of seven administrative staff members representing all levels of administration in the University. Findings suggest that administrative staff members perceive inclusion as a new principle for HE, where diversity is perceived in its broader sense. Findings indicate that support is provided to all students, but that the support is not designed specifically for students with diverse needs. Findings suggested that none of the administrative staff or academics had received training on how to address student diversity.

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Abdelaziz, Hamdy A., Ahmed M. Nouby, and Alagab M. Alagab. "The Effect of Readiness for Change and Stage of Concern on Web Quest Usages in Teaching among Arabian Gulf University’ Staff Members." Journal of Educational and Psychological Studies [JEPS] 6, no. 2 (2012): 41. http://dx.doi.org/10.24200/jeps.vol6iss2pp41-58.

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The purpose of this research was to investigate the effect of readiness for change and stage of concern on Web Quest level of use among staff members at the Arabian Gulf University. To achieve this purpose, a descriptivecorrelational study was conducted on a sample consisted of 47 staff members during the academic year of 2010 – 2011. To collect the needed data to answer research questions, three instruments were applied the Readiness for Change Survey, the Stage of Concern Survey, and the Web Quest usages survey. The findings of the research revealed that the majority of Arabian Gulf University’ staff members rarely used Web Quest in teaching. The results also showed that the majority of staff members are having a high level of readiness for change and a moderate level of concern towards using Web Quest in teaching. The findings revealed that the Web Quest level of use was not affected by the academic degree and the major of staff members. Based on these findings, a set of educational recommendations and suggestions provided.

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

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

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Staus, Ralph, and Ron Moreau. "A Win—Win Industrial Internship for Academic Staff." Industry and Higher Education 15, no. 5 (2001): 361–65. http://dx.doi.org/10.5367/000000001101295902.

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Academics in the engineering and engineering technology disciplines have a storehouse of knowledge and talent that is potentially valuable to small and medium-sized manufacturing firms. These firms' facilities often have a limited number of engineers who must wear many hats. The Pennsylvania-based firm Can Corporation, with a workforce of over 200, has a single mechanical engineer on staff, who is the plant engineer, the maintenance supervisor, and the environmental compliance officer. An internship during 1999–2000 for a member of the local college engineering faculty, affiliated to Penn State University, proved to be a win–win arrangement for both parties. This paper presents a case history, identifies the benefits gained by the academic participant, discusses the benefits to the industrial partner, and provides recommendations for future internships. Penn State University's policies and practices applicable to internships are presented. The intention of the paper is to encourage members of engineering and engineering technology faculties to view an industrially sponsored internship as a method of providing valuable service, an opportunity to refresh engineering skills, and a source of supplemental income.

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de Silva, Y., H. Amaratunge, P. Jayawardane, and C. N. Wijekoon. "Knowledge on Antibiotics Among Non-Academic Staff Members of a Sri Lankan University." Clinical Therapeutics 39, no. 8 (2017): e79-e80. http://dx.doi.org/10.1016/j.clinthera.2017.05.245.

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Tsymbaliuk, Svitlana, Lina Kurchenko, Volodymyr Tokar, Oksana Vinska, and Tetiana Shkoda. "Gendered perceptions of professional development in academia: evidence from a Ukrainian university." Problems and Perspectives in Management 18, no. 1 (2020): 394–404. http://dx.doi.org/10.21511/ppm.18(1).2020.34.

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The aim of the article is to study the impact of gender on the professional development of university teachers and their motivation for professional advancement. The article analyzes gendered perceptions of the professional development in the Ukrainian academic sector based on the survey of teachers from Kyiv National Economic University named after Vadym Hetman (KNEU) (Ukraine). The respondents provided their assessment of conditions that support or destroy their academic careers. The findings showed significant divergence in gendered perceptions and attitudes toward motives, conditions and results of professional development at the university. Although all staff members were unanimously confident in their professionalism, the degree of satisfaction, perception of fairness and willingness to engage in management through initiatives was significantly lower among women. Female academics expressed a greater need for mentoring, while men showed greater interest in material incentives. Impressively, 11% of women versus 0% of men believe that their gender is an obstacle to their career. The study findings require the inclusion of gender aspects in the university’s development strategy and ensuring equal opportunities at all stages of HR management in academia.

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Dimova, Rositsa, Rumyana Stoyanova, Stanislava Harizanova, Miglena Tarnovska, and Donka Keskinova. "Academic Staff Satisfaction with their Work: A Cross-Sectional Study in a Medical University." Open Access Macedonian Journal of Medical Sciences 7, no. 14 (2019): 2384–90. http://dx.doi.org/10.3889/oamjms.2019.657.

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BACKGROUND: Employees' work satisfaction, combined with democratic management, are important predictors of future productivity in any organisation. AIM: The aim of this study is to investigate job satisfaction in academic staff as well as the associated working environment factors, using an original self-administered questionnaire. METHODS: A cross-sectional survey was conducted using an original standardised questionnaire. It involved 370 academic staff members at one of the five medical universities in Bulgaria. The questionnaire consists of 17 items (including occupational hazards, management style, conflict solving and demographic characteristics) rated on a 5-point Likert scale. RESULTS: The results revealed that the majority of academic staff (71.7%) works in a risky environment. Employees indicate that “mental strain”, “work with chemical agents and dust” and “work with biological hazards” are the most common risk factors. Democratic leadership and cooperation are most commonly applied management styles. CONCLUSION: The instrument for the measurement of job satisfaction revealed high values of psychometric characteristics for reliability and validity. The study found a high level of satisfaction of academics with their working conditions. It is necessary to conduct similar studies periodically to detect more precisely the decrease in academic staff work satisfaction and take timely and adequate measures to improve it.

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Dissertations / Theses on the topic "University academic staff members"

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Turgeson, DeMil K. "University of Wisconsin - Stout faculty and academic staff members' use of computer technology in their courses." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005turgesond.pdf.

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

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This study arose out of a research project on teacher education in England and Wales which was funded by the Department of Education and Science and which was based at the University of Leicester School of Education from 1979 to 1982. The study aimed to explore the ambivalence and ambiguity which, the literature suggested, were inherent in the enterprise of training teachers in universities. Empirical data on university teachers of education were collected by questionnaire and interview and the findings are considered within a number ofS contexts. In university departments of education university teachers train students to become school teachers. The first context examined in the study is the sociology of occupations which is used as a framework within which to compare and contrast the two occupations of university teaching and school teaching. University teachers and school teachers are thus established as reference groups for university teachers of education. Next the study considers the role of these reference groups within the context of the history of teacher education in the universities. In the central part of the study data on the social, educational and occupational backgrounds of university teachers of education are considered in relation to the two reference groups of school teachers and university teachers. Data on the nature of the work undertaken by university teachers of education are also examined in this context. The study then explores the context of occupational constraint and control, comparing and contrasting teacher education in the universities with university teaching in other subjects and with school teaching. The role of ideology in teacher education is then analysed as a context within which to view the nature of ideology in teacher education in the universities, again drawing on empirical data from questionnaires and interviews. In the final chapter additional data are presented to bring together the findings and interpretations presented in the body of the study.

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Al-Farsi, Fawziya Nasser Juma. "Omanisation and staff development of academic staff in Sultan Qaboos University." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359553.

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Sunida, Siripak Pantipar Tingsabhat. "Job satisfaction of academic staff in Mahidol University /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd395/4737489.pdf.

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Cochran, Glenn A. "Influences on University Staff Members Responsible for Implementation of Alcohol-Control Policies." Thesis, University of Massachusetts Boston, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267439.

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<p> Excessive college student drinking is a complex problem associated with a range of consequences including deaths, injuries, damage, health risks, legal difficulties, and academic problems. State governing boards, trustees and executives have enacted policies aimed at reducing the negative effects of excessive drinking. This study examined influences on university staff members responsible for implementation of alcohol-control policies. Deeper understanding of factors influencing alcohol-control policy implementation may help leaders improve policy making, implementation and attainment of policy objectives. </p><p> This mixed methods study utilized a sequential transformative mixed methods strategy with a quantitative survey, sequenced first, informing the prioritized qualitative multiple case study. Research was conducted at two public universities selected from a single state. In the quantitative phase students (n=1,252) completed a survey measuring student support for 33 alcohol-control measures. Staff (n=27) responsible for policy implementation completed a survey estimating student support for alcohol-control measures. Survey data informed development of the case study interview protocol. In the qualitative phase ten interviews were conducted at each case study site. </p><p> The study’s theoretical and conceptual model was based upon Pressman and Wildavsky’s (1973) implementation framework and Kotter’s (1996) eight-stage process for leading change. Findings from the quantitative phase of the study revealed strong levels of support for alcohol-control policies at both campuses while staff members generally underestimated student support for alcohol-control policies. The key findings that emerged after coding case study data included the influences of: (a) executive leadership; (b) leadership transitions and policy saliency; (c) cognition and sensemaking; and, (d) anchoring changes in culture. Student support for alcohol-control policies was found to have no direct influence on staff members responsible for implementation of alcohol control policies.</p>

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Murphy, Jennifer. "Managing professional development of academic staff to enhance university performance." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301.

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Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of higher education have intensified the challenges of working in a university. These challenges have added considerable complexity to the roles of academic staff, many of whom are facing increasing demands for which they are ill equipped to deal in terms of their formal education. To succeed in the highly competitive and changing environment that is higher education today, universities need to ensure that the requisite capabilities are developed in their academic staff. The key question underpinning this study is: how can the provision of professional development for academic staff be optimised to enhance university performance? The focus of the research is on identifying the ways in which higher education institutions provide formal offerings of professional development to academic staff, how they are organised to do this, who is entrusted with the task, and what are the strengths and limitations of the approaches taken. The research is informed by literature concerning higher education management, academic development, and strategic human resource management. Taking a critical realist ontological perspective, case studies of professional development provision in two Irish universities are presented. Findings reveal that while effective professional development is an espoused priority it is not a managed priority. While there is some evidence of good practice, the fragmented organisational structures in place for delivery of professional development reveal an absence of coordination and gaps in provision. The connection between professional development and organisational performance is loose. Recommendations are made on how the provision of professional development for academics can be managed to enhance university performance. A framework for designing performance-led professional development activities that aligns organisational and individual goals is proposed. An organisational structure that takes a more conscious approach to the management of the full range of professional development provision is put forward.

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

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

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Mokoditoa, Jocelyn Molly. "Academic staff recruitment and retention strategies at the University of Limpopo." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/393.

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Thesis (MPA)--University of Limpopo, 2011<br>The paper examines the causes of the high turn-over rate and the non-retention of the academic staff at the University, and come up with possible solutions to curb the problem. The study addresses the factors that affect the academic staff recruitment and retention strategies. The paper further address identification of factors contributing to the high turnover rate of the academic staff at the University of Limpopo, analyze causes of the problems, work on the feedback obtained from interviewees, and make recommendations that will enable the University to come up with possible and implementable strategies for the recruitment and retention of the academic staff. This was evident by the results of the study through the literature review and the interviews held that academic staff recruitment and retention is a problem. It is therefore advisable for the University to take note of the results of this study, and that there should be a turn-around strategy that could be implemented and monitored. The Human Resource department should have a database that tracks the career path of all academic staff, and notify all appointees who are coming up for tenure. This notice could go out at the start of the last but one year before the appointees become eligible for appointment with tenure. The university must develop a culture of reasonable, clearly articulated, and enforced deadlines for processing applications for promotion. Human Resources department have a role to play in the promotion process as well. Access to information about the promotion process can be enhanced by revamping the websites for some of the institutions which are not really helpful in this respect. Relevant documents (e.g., conditions of service, appointment and promotion guidelines, benefits) can then be made accessible via institutional websites in a very organized manner than is currently the case in many universities

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van, der Poel Marcel H. "Developing intercultural competence of faculty and staff members at Hanze International Business School." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/843.

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Elzawi, Abdussalam. "Attitudes of academic staff and students towards Internet usage for academic purposes in Alzawia University, Libya." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34539/.

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The modern society is in the transition process from the Information Age to the Interaction Age so the attitude of academics and students towards Internet use is continuously changing. This study aims to investigate the attitudes of lecturers and students from Al-Zawiya University (AZU), Libya, towards the use of Internet technology for academic purposes and to formulate a set of recommendations for upgrading the quality and effectiveness of ICT implementation within the School of Engineering from AZU. The action research approach is used to develop a novel framework for increasing the effectiveness of ICT implementation in AZU. The framework aims to improve the Internet skills of lecturers and students, increase the impact of the Internet on their academic efficiency, solve the problems they face while using the Internet, and increase their satisfaction with the Internet facilities provided by AZU. This new framework is built on the basis of different existing models and frameworks (a two-dimensional model for ICT integration in education, the ASSURE model, an framework for HE internationalisation, the ICube model for teaching and learning activities in modern Higher Education institutions). The study includes an analysis of existing Internet use by academic staff and students which looks at various features of Internet usage, including purposes for using the Internet and users’ level of satisfaction with the Internet facilities provided by the university. The SPSS package is employed for qualitative analysis of sixty students’ answers to the questionnaires and shows that people’s skills, computing resources and infrastructure influence the efficacy of integrating computers into HE. Semi-structured interviews are used to determine the attitudes of twelve academics towards use of the Internet in two departments – Department of English Language (DEL) and Department of Electrical Engineering (DEE). The qualitative analysis of academics’ responses identifies the cognitive, performance and affective components of their outlook towards use of the Internet for teaching and research. In addition, the relationship between their answers and the research hypotheses shows that a combination of individual and social factors affects users’ perspectives regarding Internet usage. Finally, a set of recommendations for the enhancement of ICT implementation within the School of Engineering at Al-Zawiya University in Libya is formulated, aiming to enhance the quality of teaching, learning and research activities and the level of students’ satisfaction with the technology-enhanced approach to learning. The findings of this thesis might be of interest to managers, academics and other people involved in the design and development of strategies for ICT implementation in Libyan universities and similar developing countries.

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Books on the topic "University academic staff members"

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

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Ali, S. I. Publications of members of the staff: Faculty of Science. University of Karachi, 1985.

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Munch, Janet Butler. Librarians as college faculty members: Case studies in professional staff development. University Microfilms International, 1993.

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King, Malcolm. Administering a model of the activities of university academic staff. [Loughborough University], 1997.

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Electronic reserve: A manual and guide for library staff members. Haworth Information Press, 2003.

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Jamieson, Claire. Managing dyslexia at university: A resource for students, academic and support staff. Routledge, 2008.

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Jamieson, Claire. Managing dyslexia at university: A resource for students, academic and support staff. Routledge, 2007.

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Boyle, P. Australian National University Student Evaluation of Teaching - ANUSET: A guide for academic staff. Australian National University, 1996.

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Chapman, Tracy. The impact of sabbatical officers and permanent staff members on UDSU's decision making processes. University of Derby], 1999.

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Coy, David V. The distribution of academic staff salary expenditure within a New Zealand university: A variance analysis. Division of Accountancy, Massey University, 1991.

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Book chapters on the topic "University academic staff members"

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Vorster, Jo-Anne, and Lynn Quinn. "Re-Framing Academic Staff Development." In Pedagogic Frailty and Resilience in the University. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-983-6_8.

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Benson, Gleb, Inga Slesarenko, and Polina Shamritskaya. "The Impact of Academic Staff Development on the University Internationalization." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_59.

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Jungblut, Jens, Peter Maassen, and Mari Elken. "Quo Vadis EHEA: Balancing Structural Continuation and Political Variety." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_25.

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Abstract While the EHEA has achieved its goal to reduce structural barriers for student and staff mobility, the situation is different when it comes to the realization of the agreed upon promotion of basic values and principles. For example, in a number of EHEA countries the adherence of academic freedom has deteriorated since 2010. In addition, various studies have suggested a decreasing level of political commitment to Europeanisation of higher education in a growing number of countries. Achieving progress in the coming period in this key part of the EHEA’s objectives is difficult also as a result of the problems the overall process of European integration faces. For example, Brexit, the rise of anti-EU political parties and movements, and growing disagreements among EU member states on the key ideas and principles underlying European integration are posing serious challenges for Europe’s way forward in higher education collaboration. In this chapter, we will discuss a number of the challenges facing, directly or indirectly, the EHEA. We will start with a discussion of the importance of the rise of science diplomacy for the EHEA, being a consequence of the growing connection between foreign affairs and the higher education & science policy areas. Next, we will analyse the growing intra-European political tensions, with a number of EHEA countries not adhering to basic European values and principles concerning liberal democracy and open societies. Further, we will examine relevant trends in EU-funded higher education collaboration within the EHEA, with special attention for the European University Initiative. Finally, the discussions and analyses presented in the chapter lead to proposing two complementary EHEA trajectories for the coming period, the first implying a move away from the geographical focus on Europe, the second including only those countries that adhere to promoting academic freedom, institutional autonomy and other basic values and principles. Both trajectories take as a starting-point that the EHEA is in need of fundamental reforms.

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Katiliūtė, Eglė, Živilė Stankevičiūtė, and Asta Daunorienė. "The Role of Non-academic Staff in Designing the Green University Campus." In Handbook of Theory and Practice of Sustainable Development in Higher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47889-0_4.

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Oleksiyenko, Anatoly. "Enhancing University Staff Capacities for Critical Inquiry: Organizational Change, Professional Development and Cumulative Powers in Higher Education." In The Changing Academic Profession in Hong Kong. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56791-4_7.

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Bücker, Meike, Esther Borowski, René Vossen, and Sabina Jeschke. "How to Prepare Academic Staff for Their New Role as University Teachers? Welcome to the Seminar “Academic Teaching”." In Automation, Communication and Cybernetics in Science and Engineering 2013/2014. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08816-7_19.

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Erçetin, Şefika Şule, Şuay Nilhan Açıkalın, and Feyza Gün. "Profiles of New University Academic Staff: Changing Views of Turkish Postgraduate Students Between 2002 and 2016." In Springer Proceedings in Complexity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64554-4_21.

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Babichev, Sergii, Aleksander Spivakovsky, Serhii Omelchuk, and Vitaliy Kobets. "A Model for Assessing the Rating of Higher Education School Academic Staff Members Based on the Fuzzy Inference System." In Lecture Notes in Computational Intelligence and Decision Making. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82014-5_30.

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Zakharova, Elena, Anna Bogdanova, and Maria Netesova. "The Issues of Teaching English and German for Specific Purposes to the Academic Staff of a Technical University." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73204-6_85.

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Simpson, Andrea, and Tanya Fitzgerald. "Professional Knowledge Workers." In Advancing Knowledge in Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6202-5.ch003.

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The pressures of fiscal constraints, increased competition, and rapidly developing information technology have resulted in the modern university adopting business models of operation. As a consequence, teaching and learning have become products and students have become consumers. The net effect of these changes has been the expansion of specialist administrative and management work in universities: work that is undertaken by both professional staff and manager-academics. Arguably, it is these managerial practices that now drive the research and knowledge functions of the university, rather than the other way around. Typically, professional staff members, also known as “general,” “non-academic,” or “administrative” staff, now comprise the majority of the modern university workforce across Australia, Europe, the United Kingdom, and the United States. The changing roles and importance of these professional staff members is explored by describing their number, function, roles, and gender breakdown across higher education providers. In this chapter, the authors examine the growing influence of professional staff in the university's binary organizational structure of the “non-academic” versus the academic. The tensions this binary system creates in the perceptions of the relative status of one type of work and workers in higher education over another are interrogated with particular regard to staff diversity. The blurring of the binary is highlighted as academics move into managerial roles and the work of professional staff cuts across academic and administrative domains.

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Conference papers on the topic "University academic staff members"

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Andronic, Anca-Olga, Razvan-Lucian Andronic, and Gica Cruceru. "Developing start-ups with academic support in Romania." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9253.

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The objective of the paper is to present how experts from Spiru Haret University have been involved in the development and implementation of a project aimed at the start-up development in the Central region of Romania, This project runs within one of the first European funded programs where universities are eligible. The project ran through the first stage of entrepreneurship training by September 2018, where 371 members of the target group (of the 403 selected) completed an entrepreneurial training course, supported by academic staff. Subsequently, a business plan competition was organized in two sessions (in November and December 2018), following which 38 business plans were selected, the ones selected attended training in the same industry they intend to develop their business. By July 2020, the 38 selected entrepreneurs will benefit from counseling and mentoring services, along with the monitoring of the business plan.

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Aderibigbe, Nurudeen, and Dennis N. Ocholla. "Ethical Cyber Behaviour among Undergraduate Students in Selected African Universities. An Overview." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-11-19.

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This study examined the ethical behaviour of undergraduate students in relation to cyber technology at the University of Zululand (UNIZULU), South Africa, and the Federal University of Agriculture in Abeokuta (FUNAAB), Nigeria. We adopted the pragmatic research paradigm that combines both quantitative and qualitative research methods through the survey method. The sample for the study was drawn from undergraduate students in two purposively selected universities in South Africa and Nigeria. Overall, 450 undergraduate students were invited to participate in the survey; 380 respondents completed and returned the questionnaire, resulting in a response rate of 84.4%. 14 of the expected 16 members of staff of both Information & Communication Technology Resource Centre ICTREC and Information Technology Section ITS were interviewed, resulting in a response rate of 88%. A combination of quantitative and qualitative approaches was used for data analysis. Most of the respondents from the sampled universities reported that they were aware of what constitutes unethical cyber behaviour. Further, the participants (98; 52.1%) revealed that they had never received ethical orientation/training in the university on cyber behaviour, cyber space, or cyber technology. Challenges facing the students is reported. The study recommends that universities should sustain orientation/training programmes on cyber ethics and cyber security awareness at the start of each academic year, especially for newly enrolled students so that they can act responsibly when using the university’s cyberspace. The results of this study may spark further discussions and research on cyber technology access and use in contemporary society.

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Kosova, Robert, Valentina Sinaj, Antonino Scarelli, Anna Maria Kosova, and Alma Stana. "Academic staff performance evaluation, using decision analyses method and application." In University for Business and Technology International Conference. University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.124.

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Chen, Yuren, Yutian Xiao, Weiqiang Lin, and Shihui Guo. "Research on using library academic database for university-level staff recruitment." In the Seventh International Symposium of Chinese CHI. ACM Press, 2019. http://dx.doi.org/10.1145/3332169.3332177.

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Ergen, Ahu. "UNDERSTANDING THE HEALTHY LIFESTYLE BEHAVIORS AND LIFE SATISFACTION OF STUDENTS AND STAFF IN A UNIVERSITY." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.034.

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Kasahara, Yoshiaki, Eisuke Ito, and Naomi Fujimura. "Introduction of New Kyushu University Primary Mail Service for Staff Members and Students." In the 2014 ACM SIGUCCS Annual Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2661172.2662965.

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Yaacob, Nurli. "Workload Of Academic Staff In Malaysian Public University: Perspectives Of Top Management." In ILC 2017 - 9th UUM International Legal Conference. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.03.89.

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Isa, K., and H. Kadir@Shahar. "Factors associated with stress among academic staff at a Malaysian public university." In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0052834.

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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.

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Moradi, Ehsan. "Investigating the Hofstede’s cultural model at the university (Viewpoint of staff and faculty members)." In 11th International Conference on Modern Research in Management, Economics and Accounting. Acavent, 2020. http://dx.doi.org/10.33422/11th.meaconf.2020.12.78.

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Reports on the topic "University academic staff members"

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

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

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Candrilli, Sean D., and Samantha Kurosky. The Response to and Cost of Meningococcal Disease Outbreaks in University Campus Settings: A Case Study in Oregon, United States. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.rr.0034.1910.

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Invasive meningococcal disease (IMD) is a contagious bacterial infection that can occur sporadically in healthy individuals. Symptoms are typically similar to other common diseases, which can result in delayed diagnosis and treatment until patients are critically ill. In the United States, IMD outbreaks are rare and unpredictable. During an outbreak, rapidly marshalling the personnel and monetary resources to respond is paramount to controlling disease spread. If a community lacks necessary resources for a quick and efficient outbreak response, the resulting economic cost can be overwhelming. We developed a conceptual framework of activities implemented by universities, health departments, and community partners when responding to university-based IMD outbreaks. Next, cost data collected from public sources and interviews were applied to the conceptual framework to estimate the economic cost, both direct and indirect, of a university-based IMD outbreak. We used data from two recent university outbreaks in Oregon as case studies. Findings indicate a university-based IMD outbreak response relies on coordination between health care providers/insurers, university staff, media, government, and volunteers, along with many other community members. The estimated economic cost was $12.3 million, inclusive of the cost of vaccines ($7.35 million). Much of the total cost was attributable to wrongful death and indirect costs (e.g., productivity loss resulting from death). Understanding the breadth of activities and the economic cost of such a response may inform budgeting for future outbreak preparedness and development of alternative strategies to prevent and/or control IMD.

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

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