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1
Seagle, Edward Earl Jr. "Faculty Burnout In The California State University System." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3362.
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Purpose. The purposes of this study were to determine: (a) to what extent does faculty burnout exist within the California State University (CSU) system; (b) the correlation between faculty burnout and various demographic factors; (c) the correlation of the measured variables of burnout as related to self-perceptions; and (d) the dimensions of burnout within the CSU system. Procedures. Full-time faculty from each of the 19 CSU campuses were surveyed. Two questionnaires were used to canvass respondents' feelings of burnout: (a) Maslach Burnout Inventory (MBI) and (b) Faculty Feeling Survey. The number of responses analyzed was 370. Findings. Comparing the CSU faculty with MBI norms, CSU faculty scores indicated fewer feelings of being overworked, mentally exhausted, and experiencing ambivalence toward recipients of their services. Respondents' scores indicated slightly higher feelings of personal accomplishment as compared to the MBI norms. Comparing CSU faculty scores with various demographic data, the findings show no significant difference among the 19 campuses, department size, marital status, and the highest degree earned. Demographic variables which indicated significance were the job classification of Assistant Professor reporting the lowest burnout on both Personal Accomplishment subscales; tenure track faculty were less burned out and experienced higher personal accomplishment; newer faculty experienced lower burnout on Personal Accomplishment-Intensity subscale; females rated higher burnout on both Emotional Exhaustion subscales than males, yet more personal accomplishment. The 31 to 40 age group reported the lowest burnout on Personal Accomplishment subscales; Blacks indicated lower burnout on Personal Accomplishment-Frequency subscale; and faculty in their present job for five years or less demonstrated higher burnout on both Emotional Exhaustion subscales. Faculty with 6 to 10 years total teaching experience displayed higher burnout on Depersonalization-Frequency; faculty missing more work days reflected higher burnout on Emotional Exhaustion-Frequency; and the majority of faculty who had not taken a sabbatical revealed they were less burned out on the Personal Accomplishment-Intensity subscale than did those who had taken a sabbatical.
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Quinlan, James E. "Profiles of software utilization by university mathematics faculty." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180441531.
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Barry, Irene Doyle. "Student and faculty readiness for distance education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0031/MQ47435.pdf.
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Alenezi, Hanadi. "Evaluation of faculty perceptions of online dental education in the Kuwait University Faculty of Dentistry." Thesis, University of the Pacific, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588024.
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<p>In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members’ answers indicated that a lack of time and administrative support created barriers to teaching online learning courses. </p><p> Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years. </p><p> <i>Keywords</i>: online education, dental education, web-based learning, distance learning, e-learning, faculty perception. </p>
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Alzoubi, Fawaz. "EVALUATION OF FACULTY PERCEPTION OF CASE-BASED LEARNING SEMINARS IN KUWAIT UNIVERSITY-FACULTY OF DENTISTRY." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/3538.
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The objective of this study was to evaluate the faculty perception of case-based learning weekly seminars held in Kuwait University-Faculty of Dentistry. Case-based learning (CBL) has been described in the dental literature as an important method for distilling the basic knowledge learned in texts and lectures and applying it to a patient's circumstances. To enhance the integration between disciplines and minimize isolated learning, the Faculty of Dentistry-Kuwait University created comprehensive dental care 3 (CDC) seminars. Those weekly seminars include real cases presented by fifth, sixth, and seventh-year clinical year students, facilitated by a case-based teaching and learning approach. Literature suggests that a shift to a more problem-based learning curriculum can represent a substantial challenge for many faculty members who may be unfamiliar with the process. This research investigated the experiences and perceptions about CBL of faculty in one dental school.
Subjects were invited to volunteer to answer a questionnaire. The survey included 25 "forced choice" questions and three open-ended optional questions. Most participants believed that faculty members do not understand the difference between problem-based learning and case-based learning. In addition, results showed that casebased learning was found to be beneficial not only for students, but also for faculty. Although the majority of the participants agreed that case-based learning was not a useful method for preparing students for written assessments, the majority agreed that case-based learning improves the integration between theory and clinical application. It was noted that case-based learning can be time consuming for both faculty and students. In general, faculty members agreed that case-based learning improves clinical skills, treatment planning skills for comprehensive dental patients, and clinical problem-solving as students progress from their fifth to seventh years.
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Hamel, Annette N. "Speaking of Difference: Ohio University Administrators and Faculty MembersConceptualize Faculty Diversity." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1528295119497784.
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Khatoon, Binish. "The uptake of electronic/mobile technologies in dental education at the University of Birmingham." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6306/.
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The aim of this study was to gain a better understanding of the uptake of new mobile technologies and how they are utilized by staff and students in dental education. A questionnaire was distributed to students at the University of Birmingham, Dental School. Follow up one-to-one interviews were conducted. Tutors were interviewed to understand their attitude and understanding towards the use of electronic/mobile technologies. It is apparent that smartphones are more convenient for students to learn and as a resource to advice patients on their clinic. They are using them on the go in preference to any other device and use the support of mobile tools such as phone apps. Emails are used by students for more formal messages and Instant Messaging and social networking sites are used for shorter messages. Students thought that changes were necessary in the way that they communicate and research their studies. There is an all-embracing use, by both tutors and students of mobile learning tools. Learners wish to embed tools such as Instant Messaging in their learning areas but not without the approval of their respected tutors. Institutions should be aware of such changes and look to adapt their learning practices to mobile technologies.
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Searcy, Darlene G. "Electronic mail usage by full-time teaching faculty, faculty of education, University of Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0011/MQ32244.pdf.
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Sechrist, Scott Richard. "Organizational citizenship behaviors and technologically proficient university faculty." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618639.
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As institutions of higher education seek to meet the demands of a changing technological environment, they are compelled to push for increased faculty use of technology in their instructional and scholarly pursuits. as more faculties adopt these innovations, universities find themselves unable to provide the necessary technological support required. Filling this support gap are the techno-profs, faculty members who are technologically proficient, have a network of technological resources, reside at the department level, and are willing to assist most everyone who asks for help.;The purpose of this study was to determine if the techno-profs within various university administrative units have common social and personal characteristics, provide similar technological contributions to their units, exhibit characteristic organizational citizenship behaviors (OCB), and experience positive or negative effects on their careers as a result of these discretionary behaviors.;Social network analysis of the results of a World Wide Web based survey of two academic departments at two universities in the southeastern United States revealed three techno-profs to whom other faculty went for assistance. Semi-directed interviews of the three techno-profs, their deans, and the information technology administrators at both institutions were conducted using a conceptual framework of the university as a social organization based upon the works of Goran Ahrne (1994) and Shirley, Peters, & El-Ansary (1976).;It was concluded that by relying so heavily on techno-profs to provide technological expertise and by providing them the most advanced technological resources, organizations, in essence maintain these faculty in a position that benefits the institution, but is often detrimental to the individual. Techno-profs can easily attribute an exaggerated worth to their technological abilities and importance to the organization as the university pays little heed to their contributions at promotion and tenure time.;Further research is needed to evaluate the effects of OCB on faculty in disciplines other than Humanities, and at different points along the faculty career path. A study of the financial impact of OCB is also needed.
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Sarinzhipov, Aslan. "Opportunities for faculty to influence academic matters at Kazakh National University and Eurasian National University." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592375.
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<p> Kazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between market demand and curricula of universities. Qualitative research based on two case studies collected evidence on the opportunities for faculty to influence academic affairs of the two most prominent research universities in Kazakhstan. The study gave a detailed picture of state controls, hierarchical structures and limited role of faculty at the higher education institutions under investigation. The national universities of Kazakhstan were also compared with the University of West Florida, a public research university of similar size which is based on academic freedom, shared governance and faculty authority over academic matters. Conceptual framework for the analysis is based on the theory that university governance differs from other organizations in its involvement of faculty in decision making on academic affairs. The power is shared with faculty because of their recognized knowledge and authority in teaching and research in their particular professional fields. </p><p> The study identified that the national universities in Kazakhstan are established regulated and run like government organizations with a hierarchical structure. The existing centralized and stricter controlled environment results in frustrated and demotivated faculty who are not able to produce good quality teaching and research. Universities are required to produce similar academic programs and courses and offer a limited number of majors approved by the inter-ministerial committee. Structures of degree programs are set according to State Standards and contain certain share of mandatory courses which are provided by the Ministry. The universities are managed by the rectors who have wide powers especially in hiring and promotion of faculty as well as on other academic matters. </p><p> The research identified a number of shortcomings and mismatches with international theory and international best practice. If national universities are to develop they have to be allowed to compete and have freedom to innovate. The national universities need the governing boards to be introduced. Increasing faculty participation will be central to promoting key values of higher education such as academic freedom, autonomy and transparency. Empowering faculty will contribute to their greater responsibility and engagement in developing higher education institutions and their core functions of teaching, research and community service.</p>
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Chambers, Cynthia R. "Applying, Interviewing, and Negotiating for a University Faculty Position." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3901.
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Persson, Dorothy M. "Nonacademic staff participation in university governance : a faculty perspective." Diss., University of Iowa, 1985. https://ir.uiowa.edu/etd/2799.
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Reed, Joyce H. Rhodes Dent. "Multicultural education as perceived and practiced by selected university faculty." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819897.
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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 29, 2006. Dissertation Committee: Dent M. Rhodes (chair), Savario J. Mungo, Margaret Shaw Baker, Paul Baker. Includes bibliographical references (leaves 136-142) and abstract. Also available in print.
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Antoine, Nora. "Exploring Tribal College and University (TCU) Faculty Collegiality." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432.
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Lewis, Sabrina. "Perceptions of University Faculty Regarding Accreditation in a College of Education." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6300.
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This study was designed to examine tenured faculty perceptions of accreditation. This qualitative study utilized interviews and document analysis to gather the perspective of faculty in a college of education. While there are quantitative and qualitative studies that have addressed accreditation and faculty, the extant literature lacked the perceptions of faculty involved in the accreditation process. This qualitative study offers an in-depth analysis of the perceptions of faculty particularly tenured faculty in a college of education regarding accreditation.
The inclusion criteria for faculty were: experience in higher education for a minimum of 10 years, involved in curriculum development, and tenured. The study included a total of 11 participants. The interview questions focused on experience with accreditation, impact of accreditation on curriculum, and faculty roles and rewards. A theme analysis was completed utilizing the interview transcriptions along with document analysis based on the research questions. Time emerged as a major theme throughout the interview questions. The sacrifice of ones’ own scholarship, hours spent aligning syllabi with standards, and/or coordination associated with the accreditation process were all referenced during the interviews. Additional themes such as accreditation serving as recognition and utilized for advertising purposes emerged as well. Implications and recommendations for administrators, faculty, and accrediting offices within universities or colleges are discussed.
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Blankson, Joseph. "The Use of Technology by Faculty Members at Ohio University." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1103056507.
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Felder, Sherry Hill. ""Learning to juggle" : the graduate and professional socialization of nursing education faculty /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1417814351&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220986488&clientId=22256.
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Jeannin, Loise. "Professional Development Needs of Faculty Members in an International University in Thailand." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065197.
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<p> In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.</p>
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Bateh, Justin Ted. "Leadership Styles and Faculty Satisfaction in the State University System of Florida." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566772.
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<p> Universities must retain satisfied employees to enhance productivity and reduce turnover. Leadership represents one of the fundamental factors in job satisfaction. The purpose of this correlational study was to examine the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members. The independent variables were the transformational, transactional, and passive/avoidant leadership styles of academic administrators as evaluated by faculty members. The dependent variable was job satisfaction of full-time faculty members. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job satisfaction. One hundred four participants from a state university in Florida completed the online survey. A logistic regression model was developed, and the statistically significant correlations indicated that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Based on a 95% significance level, there was a significant relationship between the 3 leadership styles and job satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members' indicated preferences. The study results may contribute to social change by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities.</p>
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Palvetzian, Talene E. "Integrating Internet-facilitated international academic partnerships into local university environments : faculty perspectives." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98566.
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This study explores how to integrate faculty-initiated Internet-facilitated international academic partnerships into their local university environments. Recently some faculty have begun initiating international partnership activities which carryout their university's research, teaching, and service missions. These partnerships (including courses, projects, or entire programs) are considered by their initiators to benefit both faculty and student development. Faculty see the Internet as enabling them to construct interactive and collaborative virtual forums where disperse student and faculty bodies can co-engage in exciting international research, teaching, and learning opportunities. This study aims to encourage the development of Internet-facilitated international academic partnerships so that more faculty in all disciplines are supported by their local institutions to better integrate their partnerships. Presently, partnerships are not well integrated. Impart this is because the Internet as a communication tool is relatively new phenomenon. However, it is also due to the tendency for faculty level partnerships to be overlooked by higher levels of university administration. As a result, the value of Internet partnerships has not yet been explored in relation to their local institutional missions. This study therefore consults faculty with experience partnering online in order to garner faculty insights pertaining to partnership integration. The results help to determine (1) core characteristics of these faculty-level partnerships (2) faculty motivations for initiating them (3) university environments implicated by integration and (4) identify faculty support and development opportunities appropriate to support integration.
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Perez, Saviniano Samuel III. "Computer based training for new California State University, San Bernardino faculty." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1504.
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The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.
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Hebert, Janet Gwen. "Perceived barriers to faculty participation in distance education at a 4-year university." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4263/.
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The purpose of this study was to identify perceived barriers to faculty participation in distance education courses in a 4-year university. The literature review was divided into four general areas, each of which may act as a barrier to faculty participation; training, administrators, rewards/compensation, and faculty characteristics/demographics. The research population consisted of 570 faculty and 59 administrators from the eight UNT schools/colleges. Dr. Kristin Betts developed the survey instrument in 1998 for similar research conducted at the George Washington University. Analysis of the collected data revealed that there was no statistically significant relationship found between faculty characteristics and faculty participation in distance education. Faculty participants and administrators disagreed on which factors, from a list of 34 items, had motivated faculty to participate in distance education. Nonparticipants and administrators disagreed on which of the factors, if not available, would be barriers to faculty participation in distance education. Participants and nonparticipants disagreed regarding the level to which selected rewards and compensations had motivated faculty to participate, and the lack of which would inhibit faculty participation in distance education. Finally, 71% of the participants had participated or planned to participate in distance education training compared to only 33% of the nonparticipants. It is obvious that administrators and faculty do not place the same level of importance on motivational or inhibiting factors that may affect faculty participation in distance education. These results indicate that additional research should be accomplished to determine the basis for the disagreement among the three groups.
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Crow, Galen B. McCarthy John R. "Computing, an analysis of perceptions and experiences of a university faculty." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203042.
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Thesis (Ph. D.)--Illinois State University, 1991.<br>Title from title page screen, viewed December 16, 2005. Dissertation Committee: John R. McCarthy (chair), James R. Carter, Lawrence Eggan, Robert L. Rariden, Kenneth H. Strand. Includes bibliographical references (leaves 127-133) and abstract. Also available in print.
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McMillen, Cody. "Faculty Perspectives and Experiences of Faith and Learning at a Religiously Affiliated University." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1608154615457914.
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Foster, Stephanie L. "Reflection as a Means to Teaching Improvement for Novice University Science Faculty." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-04282005-151254/.
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This study explored the use of reflection as a professional developmental strategy to facilitate improvement of tangible classroom behaviors among novice university science faculty. Specifically, the study addressed the following questions: How did the novice college instructors perceive the reflection experiences to impact their teaching practice? During the progression of reflection experiences, in which teaching practices did the instructors? performances change? How? A mixed method approach was employed in answering the aforementioned questions. The participants? responses in semi-structured interviews and informal discussions, their written responses to reflective prompts, and the researcher?s observations of their teaching were qualitatively analyzed for themes. Students? responses to a survey about the participants? instruction were analyzed quantitatively. Findings revealed that the participants developed self awareness and exhibited cognition-induced behavioral change consistent with their developmental goals. Findings also suggested that participation in the study facilitated development of cognitions supportive of sustained reform in instructional practice and bridging of gaps within participants? pedagogical content knowledge.
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Moreillon, Judith. "A case study of university faculty development utilizing technology: People, place and process." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289918.
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The purpose of this case study is to describe the faculty development workshop experiences of the participants and facilitators of the Laptop Workshop, a workshop designed to support the reform of undergraduate teaching and learning at a Research I institution in the Southwest. In this case study, I utilize a qualitative research paradigm and take an interpretative approach. The research study includes in-depth interviews with the workshop's designers and facilitators, beginning and ending workshop surveys administered to the participants in three 2001 workshops, an online questionnaire administered to 150 of 165 participants, a field study of one faculty participant, and interviews with seven faculty participants. This study was nested in four timely areas of scholarly research, namely post-secondary faculty development, technology-centered faculty development, the diffusion of innovations, and educational reform. Through the research questions, I sought to understand the workshop from the perspectives of the facilitators and faculty participants. Their perceptions illuminated the ways in which this instructional intervention impacted their behaviors and beliefs about integrating technology tools and teaching strategies in their courses. The qualitative data reported and analyzed in this study are shared in the form of profiles and vignettes constructed from the study participants' own words. This faculty development initiative contributed to the success of another educational reform effort on this campus. It effectively addressed the participants' learning needs and helped to diffuse technology-enabled teaching methodologies. The findings suggest a unique convergence of people, place and process created an effective learning environment that supported 21st-century university faculty development.
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Jeannin, Loïse M. "Professional Development Needs of Faculty Members in an International University in Thailand." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2187.
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In an international university in Thailand, with students coming from 92 different
countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members' needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers' perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.
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Fisher, Juenethia L. "Faculty Perceived Barriers of Online Education at a Midwestern University in Ohio." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586109439924845.
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Poling, Richard Lynn. "Factors associated with job satisfaction of faculty members at a land-grant university." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1329239236.
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Gray, Marlene E. "Faculty Identification: Effects on Culture in a Metropolitan Research University." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278550/.
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This utilized identification theory to determine if faculty identify with the university and recognize its mission. The study also explored how faculty differentiate between a traditional university and a metropolitan research university. Finally, the study explored whether the faculty consider the University of North Texas to be a Metropolitan Research University. UNT full-time faculty members (N=224) completed questionnaires to indicate their identification with the university and their recognition of the university mission. Analysis showed that faculty have not come to a consensus on the definition of a MRU and that they do not identify with UNT.
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Lu, Yong. "THE DIFFUSION OF WIRELESS INTERNET TECHNOLOGY AMONG UNIVERSITY FACULTY MEMBERS." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1140660624.
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Lang, Dennis James Palm Richard L. "Faculty perceptions, attitudes, and experiences with academic integrity at a small, private, technological university." Diss., UMK access, 2005.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.<br>"A dissertation in urban leadership and policy studies in education and education." Advisor: Richard Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 404-419). Online version of the print edition.
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Fonte, Anita Carol 1949. "Public stories in public dialogue: Structures of a university faculty senate's democratic public culture." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282142.
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From my previous community work, I had a sense that recognizing the pattern of how and why public stories emerge in public dialogue was an important part of understanding and strengthening a democratic public culture. I studied the public dialogue of the University of Arizona Faculty Senate in part because I belong to this community. I observed six public meetings of the faculty senate, developed field notes, analytical memos, listened to and transcribed the audiotapes of the faculty meetings, and analyzed the sixteen public stories from those meetings. I developed a new research methodology for understanding public stories in public dialogue which uses combined perspectives of ethnographic, conversational and narrative analysis. I analyzed the research through the lens and audiophone of a critical ethnographer in order to see and hear the public stories in public dialogue and understand the faculty senate's democratic public culture. The results of my research show that the UA faculty senate's public speech is partially demonstrated by public speech which includes public stories in public dialogue. The results show that the democratic public culture of the UA faculty senate is functional, fragile and fragmented. This juxtaposition of characteristics is, to some degree, mediated by public stories which develop as trigger stories. Trigger stories are produced when one of Grice's conversational maxims--functioning as norms of interaction--quality or quantity is violated. In this research, other norms of interpretation, specifically, equality as moral power or relationship building do not generate trigger stories. This research is important for understanding and strengthening the public speech of the UA faculty senate and its democratic public culture. Also, the method of story and dialogue analysis developed in this research can be applied to other democratic public cultures.
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Moskalik, Christine L. "Impact of a genetics education workshop on faculty participants Investigations of undergraduate genetic literacy /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1195583851.
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Thesis (M.S.)--University of Cincinnati, 2007.<br>Advisor: Carl A. Huether. Title from electronic thesis title page (viewed Feb. 11, 2008). Includes abstract. Keywords: undergraduate genetics education, biology majors, non-science majors, pedagogy, biology courses, student learning. Includes bibliographical references.
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Scafide, Kyle. "Part-time University Faculty Members: The Relationship between Environment and Satisfaction." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/273.
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The purpose of this study was to explore the relationship between the environment and the satisfaction of certain part-time university faculty members. A web-based, confidential questionnaire was made available to voluntary participants. The data collection occurred during the Fall semester of 2004. The survey provided data from 10 Louisiana universities in the top four Carnegies categories of Doctoral Extensive, Doctoral Intensive, and Masters I and II universities. Though a total of 610 faculty members participated in this study, the final sample included 542 participants. The research questions of this study focused on job status (part-time or full-time) and academic discipline (liberal arts or business). These were the two major categories from which participants were solicited and into which the participating faculty members were divided. The research utilized Benjamin's (1998) categorization on what he considered to be two "umbrella" groups of faculty members: liberal artsrelated disciplines and vocationally-related disciplines. This latter cluster was represented in this study by colleges of business, which fit into that category. The study also used Linda Hagedorn's (2000) conceptual framework, which contends that certain motivators, hygienes, triggers, and environmental factors have a significant relationship to faculty satisfaction. Her framework is based in large part upon Herzberg's (1959) work, which developed the concept of motivators and hygienes as significant predictors of worker satisfaction. Hagedorn's conceptual framework was modified to address certain environmental conditions that are unique to part-time faculty members. The regression models for both full-time and part-time faculty are highly significant (p = .001) and account for 52.6% of the variance in the full-time population and 64.6% for the parttimers. Six variables indicated significant differences between full-time faculty and part-time faculty, five at the .001 level. Four variables indicated significant differences between liberal arts and business faculty: climate of the university (p <.01), climate of the college (p < .05), climate within the department (p <.05), and overall satisfaction between Benjamin’s (1998) categories.
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Vincent-Robinson, Carleen. "Faculty Perceptions of Self-Plagiarism and Other Forms of Academic Dishonesty Among University Students." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2501.
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As university faculty are often required to police academic misconduct among students, their attitudes and beliefs toward misconduct warrant investigation, particularly as the failure to act may exacerbate the incidence of students’ unethical behaviors. Therefore, this descriptive study examined faculty perceptions of academic dishonesty among students, institutional support, and self-plagiarism using an electronic-mail questionnaire (N = 201) and assessed the academic environment, frequency of student misconduct, and severity of those behaviors.
Female faculty were more likely than male faculty to perceive high levels of cheating on exams (pppppppppp
Additionally, online faculty were more likely than campus-based faculty to perceive higher levels of plagiarism among graduate students (p p
Multi-way frequency analyses revealed significant interactions between the perceptions concerning academic integrity policies, institutional support, and understanding of self-plagiarism, thereby, resulting in the rejection of the three null hypotheses of no association.
Overall, faculty remain troubled by self-plagiarism; their perceptions are mediated by gender and academic rank. Consequently, additional efforts should be made to educate instructional staff about the various forms of academic dishonesty including, but not limited to, self-plagiarism, double-dipping, and recycling; increase faculty understanding and awareness of misconduct; and encourage compliance with said policies.
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Alleman, Nathan F. "Faculty ritual, solidarity, and cohesion: Thirty-five years of change at Eastern Mennonite University." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618566.
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This historical case study of Eastern Mennonite University faculty between 1965 and 2000 explored the shifts in social bonds, examined through the concept of ritual (Collins, 2004), concurrent with cultural, social, environmental, and professional forces that impacted the institution. Employing the concepts of cohesion (as the specific other) and solidarity (as the general other) (Mead, 1934) provided a distinction between individual relational networks and the shared ideological commitments that bound faculty together.;Results of the study demonstrated the significance of intrinsic motivators on faculty hiring, persistence, and perceptions of institutional purpose and employment desirability. Physical space (as the place of assembly) and metaphysical space (as the sense of relational or conceptual connection) emerged as significant frames to understand social bond change. Physical faculty dispersal due to campus sprawl contributed to a reduced sense of relational closeness, making opportunities for cross-disciplinary social and task interaction increasingly important.;The terms of social bonds changed concurrent with the shift from strong to weak ties (Granovetter, 1973; Lindenberg, 1998). The strongly-tied religious, educational, and ethnic Mennonite community of the 1960s contained many mutually-reinforcing rituals. The shift toward weak ties was brought on by the professionalization and diversification of faculty, the reinterpretation of Mennonite values and beliefs, and other internal and external forces. The effect was a de-emphasis on ethnic Mennonite rituals as the source of cohesion, and an increased emphasis on educational task rituals. However, social connections established despite difference provided significant new bases for solidarity and cohesion in a professionalized religious community.
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Wallace, Joanna R. "Faculty and student perceptions of distance education using television : the Ball State University M.B.A. model." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832994.
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This study was designed to identify faculty and participant perceptions regarding Ball State University's distance education model known as MBA/TV and report on its apparent effectiveness. A second purpose was to examine both motivations for and barriers to participation in this distance education model.Two surveys (faculty and student) were designed to collect data for this study. Responses from faculty included their perceptions of student performance, student inquiries and participation, administrative and logistical support services, technology (performance and limitations), and program strengths/limitations. Responses from students included their demographic profile, motivations for participation (logistical, personal, and career), perceptions of the program strengths/limitations, faculty, technology, and administrative support services. Responses to all questions were reported by number and percentage. Responses to open-end questions were separated into categories and reported by number.The major findings included: Males (67%) outnumbered females (32%) by more than two to one. More students were married (78.9%) than single (20.1%). Nearly all (96.1%) had experienced good TV reception at their site. Many rated issues such as receiving the program in their hometown(s) (71.1%) and offering it at convenient times (80.8%) as important. Other issues rated as important by participants included: the opportunity to earn an MBA (90.9%); the opportunity to upgrade work skills (75.1%); and the opportunity to learn more about business concepts (83.2%).Analysis of the faculty survey revealed the following: 75100 percent of the MBA/TV students demonstrated understanding and resourcefulness in completing class assignments (78.9%); less than fifty percent of the students contributed to the quality of class discussions (78.9%); and mail communication with students had either minor problems (solved) or had always gone smoothly (78.9%).Additional investigation was needed regarding educational resource and training needs of both students and faculty. Also, attitudes of faculty toward distance learners and administrative dictates requiring televised instruction should be further explored.3<br>Department of Educational Leadership
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Schmidt, Douglas Craig. "Resource Allocation at the University: Research on the Determinants of Faculty Morale." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539625374.
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Geisler, Iris Arabella Cordula. "Her work, his play? The faculty salary structure at a Research I university." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289084.
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This dissertation contributes to three major issues in Labor Economics and Econometrics literature. The first contribution is providing new insights into panel-data techniques, the second is new findings on the relationship of women's and men's productivity and pay, and the third is a picture of the remuneration process for professors involved in research and teaching at a Research I University which is based on the detailed data set created for this study. Developing econometric panel data methodology, time-static information is added to a standard fixed effects model. In a setting where no suitable time-varying instruments for the time-static information can be found, it is necessary to calculate the estimates for those in a "second stage" fixed effects estimate. It will be shown that these second stage estimates are exactly equal to the pooled OLS estimates for the same model specification, but that the standard errors are different, and the second stage estimates are biased and inconsistent. Later, new tests for various components of the individual effects are conducted as well as tests to choose the best panel estimation method. Empirically, this work contributes to research on gender discrimination in pay, and its results affect more than the academic environment. So far, most studies were not able to include direct measures of productivity, and have assumed that the estimated gender gap represents an upper bound or overestimation of the real discrimination in pay. The results of this study show that this assumption is not necessarily correct. Looking specifically at the pay structure for university professors involved in teaching and research in a Research I University, several trends have been established. First, structural pay differences between colleges became very apparent, making a strong point against the usage of university-wide regression analysis. For the colleges of Business and Education, seniority lost much of its explanatory power in predicting salaries when publications were added to the analysis. Teaching awards were not rewarded at all in either college, but professors who did not teach were financially penalized.
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Bourgeois, Thomas Ioor. "Faculty mentoring and its impact on freshmen students' success." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03182008-162701.
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Flynn, Natalie P. H. "The transformation of science and mathematics content knowledge into teaching content by university faculty." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/314629.
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Educational Psychology<br>Ph.D.<br>University science and mathematics education today is no longer solely focused on training the small fraction of students who will become tomorrow's science and mathematics researchers, but is required to engage and create scientifically/mathematically literate American citizens (Ball, 2000; Dean, 2009; Kind, 2009a; Mooney & Kirshenbaum, 2009; Olsen, 2009). University professors are typically content experts not trained in pedagogy. This creates unique teaching issues in transforming complex content material. Expert content mastery of a subject can blind faculty to potential student difficulties (Ben-Peretz, 2011; Nathan, Koedinger, & Alibali, 2001). This, combined with limited pedagogical training and curricular constraints, can create teaching difficulties, contributing to high levels of student attrition (Bhattacharya, 2012; Feldon, Timmerman, Stowe, & Showman, 2010). Considerable research has been conducted on best teaching practices and the central role that content knowledge plays in teaching, yet little evidence is found to illuminate the processes by which subject matter content experts (faculty) unpack their expertise for use in teaching (Ball, 2000; Bouwma-Gearhart, 2012; French, 2005; Weiman, Perkins, & Gilbert, 2010). Much of the research literature defines deconstructing and unpacking content knowledge as the complex processes by which experts transform content knowledge into knowledge used for teaching (Abell, 2008; Ball & Bass, 2000; Hashweh, 2005; Shulman, 1986, 1987). According to the well accepted educational construct known as pedagogical content knowledge (PCK), teachers possess unique and distinct sets of knowledge domains that enable them to transform their content into teachable knowledge (Shulman, 1986, 1987). Much of the literature agrees that strong foundational content knowledge is required in order to develop PCK (Hill, Rowen, & Ball, 2005; Lowenberg-Ball, Hoover-Thames, & Phelps, 2008; Padilla, Ponce-de-Leon, Rembado, & Garritz, 2008). If limited content is a major restriction in the development of PCK, how does this process proceed when content is strong, as in the case of university faculty? This study looked at the processes that occur as content experts (faculty) focus on the deconstruction process in order to develop lessons and teach. The study focused on the components or paths of the transformation process in an attempt to identify the development of the knowledge base that content experts use in order to teach. This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to `think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the `side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom.<br>Temple University--Theses
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Zeigler, Charles W. "Perceptions of faculty, supervisors, and graduates of South Carolina State University Teachers Technology Education Program /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640295719411.
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Gliem, Rosemary R. "Choice of faculty or administrative and professional career tracks by Ohio State University extension agents /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950153599672.
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Barnes, Tammy L. "Faculty adoption and integration of technology at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1104103-101540/unrestricted/BarnesT112103f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-1104103-101540. Includes bibliographical references. Also available via Internet at the UMI web site.
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Ayers, W. B. "An Analysis of Faculty and Administrator Perceptions of Faculty Involvement in Decision-making in the University of Kentucky Community College System." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2631.
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The problem of this study was to determine if there is a significant difference between expressed perceptions of selected community college faculty and administrators concerning the extent to which faculty "actually are" involved in decision making and the extent to which they "ought to be" involved in decision making. This was a descriptive study, which utilized a survey methodology. Faculty and administrator perceptions were studied in six decisional areas: appointment, promotion and tenure decisions, academic decisions, administration, student affairs and advisement, system/state control, and general (overall faculty involvement). The study was conducted in the University of Kentucky Community College System, made up of fourteen 2-year institutions. The statistical analysis of data for hypotheses 1-12 warranted the following conclusions: (1) Faculty want to be involved more in all aspects of decision making; this desire is greatest among instructors and assistant professors. (2) Administrators want faculty to be involved more in decision making, although the desire is not as great among directors, associate directors, and assistant directors as it is with division chairs. (3) The variable of sex has little influence on perceptions of faculty and administrators concerning faculty involvement in decision making. (4) The decisional area where faculty exhibit the least decisional deprivation is Academic Decisions, indicating that they have greatest involvement with activities related to instruction. (5) Faculty and administrators are less satisfied with faculty involvement in System/State Control than in any other decisional area.
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Moore, Heather Louise, Donald W. Good, and James Lampley. "Ethical Climate, Organizational Commitment, and Job Satisfaction of Full-Time University Faculty Members." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/255.
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Excerpt:The purpose of this quantitative study was to better understand the relationship of perceived ethical climate on the organizational commitment and job satisfaction of full time faculty members in institutions of higher education.
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Hall, Daniel. "Resistance, reluctance, and revelation| Examining faculty perceptions of online learning options at a Faith-Based university." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702130.
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<p>Despite the growth of online education and its seemingly fixed place in higher education, online education is still opposed, or at least viewed with suspicion by many faculty (Allen & Seaman, 2013). Faculty opposition of online education can be expressed in myriad ways, most prominently through shared governance, which can directly limit or completely block online education from occurring at an institution. This case study revolved around a non-profit, Faith-Based university (FBU) that is a newcomer to the inclusion of online coursework. This study sought to investigate the rationale faculty may have towards their support or opposition to online education by using mixed methods to bring to light the beliefs faculty have about online education. In examining the beliefs faculty at FBU have towards online education, this study also prompted faculty to reflect on whether their beliefs about online education have changed since the inclusion of online coursework at FBU, and if so, what factors may have contributed to the evolving beliefs. Data collected from 54 survey respondents and 12 faculty interviews helped to capture these beliefs. </p><p> The findings showed that faculty, on average, felt that the impact of online education on the quality of educational experience would be slightly diminished at the undergraduate level but slightly enhanced at the graduate level. </p><p> Faculty who indicated evolving beliefs or opinions about online education cited various catalysts. These catalysts fell into 3 categories: <i> external factors</i>—related to economic viability, changes in the higher education environment, and access; <i>information and opinions gather from trusted sources</i>—which would include literature, colleagues, and professional organizations; and <i>personal experience </i>—which stemmed from a direct personal involvement in teaching and/or learning experiences within the online environment. </p><p> Findings were examined through the theoretical framework of Rokeach’s (1989) model of belief systems. This model may suggest that beliefs about teaching and learning are closely connected to one’s identity and are thus highly resistant to change. Accepting and implementing new or different methods of teaching and learning, such as the teaching and learning occurring in online education, might require a major reorganization of beliefs about oneself. </p>
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Marshall, Henry J. Jr. "Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438618742.
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