Relevant bibliographies by topics / Academic staff

Academic literature on the topic 'Academic staff'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Academic staff"

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Matskevich, Igor M. "Academic Staff." Legal education and science 10 (October 3, 2018): 3–11. http://dx.doi.org/10.18572/1813-1190-2018-10-3-11.

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Özçınar, Beyza, Ateş Kadıoğlu, and Mehmet Bilgin Saydam. "Medical academic staff selection and academic staff organisation's criteria." Yuksekogretim Dergisi 5, no. 3 (December 1, 2015): 113–17. http://dx.doi.org/10.2399/yod.15.012.

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Han, Bünyamin, and Behçet Oral. "Investigating the Views of Academic Staff on Academic Synergy." Yuksekogretim Dergisi 11, no. 2Pt2 (August 31, 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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YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (December 30, 2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.

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This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles are the secondary and thirdly stress indictors that negatively influence the academics’ performance in private universities respectively. This study suggests remarkable implications both theoretically and practically to complement the available literature toward the organizational stress indicators in academia context that contribute to academic staff performance. In addition, it, enriches current administrators and policy makers of private universities in reducing the negative effects of stress predictors in organization and manage to increase academic staff performance.
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Moses, Ingrid. "Promotion of academic staff." Higher Education 15, no. 1-2 (1986): 135–49. http://dx.doi.org/10.1007/bf00138097.

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Abdulmumini, Aji. "IMPACT OF PROMOTION ON ACADEMIC STAFF DEVELOPMENT IN THE STATE HIGHER EDUCATIONAL INSTITUTIONS OF BORNO STATE." International Journal of Advanced Research in Public Policy, Social Development and Enterprise Studies 4, no. 1 (March 25, 2021): 12–24. http://dx.doi.org/10.48028/iiprds/ijarppsdes.v4.i1.02.

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Promotion may be considered as an employee’s reward for good performance or for additional qualifications, that is, positive appraisal which boost individuals’ moral and is a mark of recognition. The study explores the Impact of promotion on academic staff development in the State higher educational institutions of Borno State. The study raised one questions to determine: The impact of promotion on academic staff development. Hypotheses was formulated and tested in line with the objectives of the study. Related literatures were reviewed based on the stated objective. Survey method was employed for the study. The population of the study were all academic staffs of the State higher educational institutions (1410). The sample of the study comprised all academic staff from the four selected institutions (938) using closed questionnaires. The collected data was presented by the use of simple frequency and percentages, and later analysed using Chi-square statistical technique. The finding reveals that since 2015-to date the State government offer paper promotion with no monetary increment to salary to academic staff in the state higher education. The study also reveals that there is a significant relationship between promotion and academic staff development. The study concluded that promotion influence academic staff development. It is recommended that the state government should offer the academics the financial benefits of their promotions to boost morale and for effective and efficient performance.
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Kilic, Figen. "Content arrangement strategies used by the academic staff." International Journal of Academic Research 6, no. 1 (January 30, 2014): 443–49. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.59.

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Alehegn, Abatihun. "Academic Staff Practices and Challenges of Publishing:." International Journal of African Higher Education 8, no. 1 (April 18, 2021): 27–42. http://dx.doi.org/10.6017/ijahe.v8i1.13375.

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This article reports on the findings of a study undertaken to establish practices and challenges to academic publishing at a higher education institution in Ethiopia. A descriptive survey design was employed and con- -venience and purposive sampling were used to select the sample. The data were gathered by means of a questionnaire with closed- and open-ended questions and were analysed using descriptive and thematic analysis. The results show that, despite the benefits of publishing, not all academics in the university are publishing in local and international journals due to a number of challenges. These include a lack of commitment and motivation, lack of experience and exposure to publishing, and inadequate information,knowledge and skills to access accredited journals. Academics also suffer from work overload, a lack of support from the university to publish, and challenges emanating from journals themselves. It is recommended thatthe university, the Ethiopian Ministry of Science and Higher Education and other relevant stakeholders should collaborate to address this situation. Key words: academics, academic publishing, higher education institution, challenges, practices, university
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Genn, J. M., and R. M. Harden. "Editorial–2: Academic Staff Development." Medical Teacher 7, no. 3-4 (January 1985): 251–55. http://dx.doi.org/10.3109/01421598509036821.

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Wei Chong, Chin, Yee Yen Yuen, and Geok Chew Gan. "Knowledge sharing of academic staff." Library Review 63, no. 3 (May 27, 2014): 203–23. http://dx.doi.org/10.1108/lr-08-2013-0109.

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Purpose – The aim of this study is to build upon Jain et al.'s (2007) work by investigating the knowledge-sharing barriers and strategies of academic staff in public and private universities in Malaysia which have received relatively little research attention to date. Design/methodology/approach – A survey of 502 questionnaires was collected on both public and private universities in Malaysia. Data were analysed using SPSS. Findings – The overall findings show that private universities are more effective and are more willing to share knowledge. Linking knowledge sharing with non-monetary rewards and fair performance appraisals are strongly recommended in private universities, while monetary rewards, recognitions, publication of knowledge on websites and newsletters and the use of appropriate technology tools and systems are strongly recommended in public universities. Practical implications – Top management in Malaysian public and private universities must play their role and put in more effort to ensure academics have the proper platform and support to share their knowledge. Originality/value – This study is perhaps one of the first to address the comparison between knowledge sharing among lecturers in private and public universities in Malaysia.
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Dissertations / Theses on the topic "Academic staff"

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Vorster, Jo-Anne, and Lynn Quinn. "Re-framing academic staff development." Sense Publishers Rotterdam, 2017. http://hdl.handle.net/10962/66535.

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Globally higher education is situated in a supercomplex world (Barnett, 2000) that is constantly in a state of flux and subject to multiple pressures. This situation has been exacerbated in South African higher education that has been characterised by student protests in the last two years (2015–2016). One of the major causes for the recents protests, particularly in our institutional context, has been students’ anger that despite the official demise of apartheid and the end of colonial rule, some universities in South Africa are still attempting to be copies of Oxford and Harvard.
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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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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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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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Kerr, Cheryl. "Re-generating the praxis of academic staff development." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/40897/1/Cheryl_Kerr_Thesis.pdf.

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Effective academic workforce staff development remains a challenge in higher education. This thesis-by-publication examined the importance of alternative paradigms for academic staff development, focusing specifically on arts-based learning as a non-traditional approach to transformative learning for management and self-development within the business of higher education. The research question asked was whether or not the facilitation of staff development through the practice of arts-based transformational learning supported academic aims in higher education, based on data obtained with the participants of the academic staff development program at one Australian university over a three year period. Over that three year period, eighty academics participated in one large metropolitan Australian university’s arts-based academic development program. The research approach required analysis of the transcribed one-on-one hermeneutic-based conversations with fifteen self-selected academics, five from each year, and with a focus group of twenty other self-selected academics from all three years. The study’s findings provided evidence that supported the need for academic staff development that prepared academics to be engaged and creative and therefore more likely to be responsive to emerging issues and to be innovative in the presence of constraints, including organisational constraints. The qualitative participative conversation transcription data found that arts-based lifelong learning processes provided participant perception of enhanced capabilities for self-creation and clarity of transformational action in academic career management. The study presented a new and innovative Artful Learning Wave Trajectory learning model to engender academic professional artistry. The findings provided developers with support for using a non-traditional strategy of transformational learning.
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McPherson-Crowie, Tatum. "On the nexus of academic libraries, literacies, and lifelong learning for academic staff." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/6c7f32e7eb8cc1fb6462391882a959c2ef7017040eb99137fcd7c0e7df7c3286/5120177/201502_Thesis_McPherson_Crowie_2015_signed.pdf.

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This thesis is located in the changing context of higher education and concomitant changes in the management of higher education institutions (HEIs) and the nature of academic work. The research explores the role of academic libraries in providing opportunities to support the lifelong learning of academic staff. It is argued that within the evolving context and requirements of higher education, the provision of academic library lifelong learning opportunities are vitally important for academic staff to meet the changing nature and needs of their work in the short-term, and enhance their life chances, in the longer term.
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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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Clayton, Peter, and n/a. "User involvement in academic library strategic planning: congruence amongst students, academic staff and libary staff at the Canberra College of Advanced Education." University of Canberra. Library and Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050627.142122.

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The present study attempted to answer two questions: do academic library users have a distinctive and useful input to make to library strategic planning? If they do, what mechanisms will permit them to participate effectively in this planning process? To address these questions research was carried out in two stages at a single institutional site, the Canberra College of Advanced Education. The first of these utilised a structured group discussion process, Nominal Group Technique (NGT). This was used both as an indicator of user planning priorities and as a pilot research technique contributing to the design of a subsequent survey. This survey obtained a response rate of over 90 percent from a sample of 379. The study attempted to establish that academic staff and students do have a worthwhile input to make to planning by testing for congruence between the rankings of library planning priorities of these user groups and the rankings of planning priorities of Library staff. No strong positive correlations were established between the priorities of student groups and Library staff, although in the survey the priorities of academic staff and Library staff were found to be related. These results suggest users do have a worthwhile input to make to library strategic planning. Other tests for congruence were also applied between and within respondent groups, because if a group was found to have different priorities there would be a prima facie case for consulting members of that group as part of the planning process. Both mechanisms used in the present study were considered successful. User surveys have been employed for planning in previous studies with a future-oriented component. However, it appears that this may have been the first formally reported application of NGT to library management. Experience in the present study suggests it is a highly suitable technique for situations such as strategic planning, where generation of ideas or comment on priorities is required. However, an attempt to establish congruence between the results obtained using NGT and those obtained from the survey yielded inconclusive results. It is believed that major changes in the institutional environment were principally responsible for this, although a methodological limitation may also have contributed. The study concludes with suggestions for further research.
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Choudhri, S. U. R. "Planning and management of academic staff in Nigerian universities." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328359.

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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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Books on the topic "Academic staff"

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Committee of Vice-Chancellors and Principals at the Universities of the United Kingdom. Career development and staff appraisal procedures for academic and academic related staff. London: The Committee, 1987.

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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. Academic staff training: Code of practice on academic staff training in universities. London: The Committee, 1987.

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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. Career development and staff appraisal procedures for academic and academic-related staff: Checklist for staff appraisal schemes. London: The Committee, 1987.

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Griffith Institute for Higher Education. Teaching portfolios: Guidelines for academic staff. Queensland: GIHE, 1996.

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Regional Co-operative Programme in Higher Education for Development in Asia and the Pacific. Academic staff development units in universities. Bangkok, Thailand: Unesco Principal Regional Office for Asia and the Pacific, 1989.

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Baume, Carole. Academic staff development reconsidered: The role of staff development in supporting academic staff in their pursuit of Boyer's four scholarships. Oxford: Oxford Brookes University, 1996.

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Great, Britain Parliament. Academic and Academic-related Staff Pay and Conditions Bill (H. L. ). London: Stationery Office, 1999.

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Polytechnics and Colleges Funding Council. The academic staff of polytechnics and colleges. Bristol: PCFC, 1992.

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Jürgen, Enders, ed. Academic staff in Europe: Changing contexts and conditions. Westport, Conn: Greenwood Press, 2001.

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MLS, Connor Elizabeth, ed. An introduction to staff development in academic libraries. New York: Routledge, 2009.

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Book chapters on the topic "Academic staff"

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Whitehead, Stephen, and Pat O’Connor. "Academic Staff." In Creating a Totally Inclusive University, 31–41. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003277651-4.

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Mustajoki, Henriikka, and Arto Mustajoki. "Recruiting academic staff." In A New Approach to Research Ethics, 113–29. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315545318-6.

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Andrews, Matthew. "Recruitment of Academic Staff." In Universities in the Age of Reform, 1800–1870, 109–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76726-0_5.

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De Silva, Sureetha, Donna Pendergast, and Christopher Klopper. "Casualisation of Academic Staff." In How Organisational Change Influences Academic Work, 113–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003245834-7.

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MacKeogh, Kay, and Seamus Fox. "Academic Staff in Traditional Universities." In Distance and E-Learning in Transition, 217–34. Hoboken, NJ USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118557686.ch15.

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Vorster, Jo-Anne, and Lynn Quinn. "Re-Framing Academic Staff Development." In Pedagogic Frailty and Resilience in the University, 109–21. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-983-6_8.

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De Weert, Egbert, and Lieteke Van Vucht Tijssen. "Academic staff between threat and opportunity." In From the Eye of the Storm, 39–63. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9263-5_3.

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Woodward, Wendy A. "Working with Colleagues and Staff." In Career Development in Academic Radiation Oncology, 131–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71855-8_11.

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Raja Zirwatul Aida, Raja Ibrahim, Abu Bakar Azlina, and Md Nor Siti Balqis. "Techno Stress: A Study Among Academic and Non Academic Staff." In Ergonomics and Health Aspects of Work with Computers, 118–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73333-1_15.

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Al-Ghamdi, Saleh, and Malcolm Tight. "Selecting and Developing High-Quality Academic Staff." In Higher Education Dynamics, 83–93. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6321-0_8.

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Conference papers on the topic "Academic staff"

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Suvorova, Svetlana, Irina Kotlyarova, Kseniya Volchenkova, and Yuliya Seryapina. "ACADEMIC MOBILITY AND SELF-ACTUALIZATION OF ACADEMIC STAFF." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0587.

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Hruby, Miroslav. "Language education of academic staff." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059570.

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Kotlyarova, Irina, Irina Voloshina, and Miroslav Prohazka. "DEVELOPMENT OF THE ACADEMIC STAFF CORPORATE ETHICS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0749.

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Nnametu, Jovita, Iheanyi Alaka, and Derek Okoronkwo. "Staff Housing: Panacea To Academic Productivity (Nigerian Institutions)." In 22nd Annual European Real Estate Society Conference. European Real Estate Society, 2015. http://dx.doi.org/10.15396/eres2015_26.

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Cranfield, Desiree, Isabella Venter, Rénette J. Blignaut, and Andrea Tick. "‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1995.

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Alasiri, W. A., D. O. Adewumi, S. T. Jelili, and O. B. Longe. "Academic Mentoring As Determinant For Academic Competence Among Teaching Staff In Lagos State Polytechnic, Ikorodu, Lagos, Nigeria." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p16.

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Research studies have shown that most young and inexperienced academic members in higher institutions all over the world especially in developing nations required assistance in developing their academic career and enhancing their teaching experiences through mentoring. However, academic mentoring has not been effective in many higher institutions of learning, especially those in the developing world, Nigeria not exempted. With quantitative and qualitative approaches, this study explored mentoring among teaching staff, looking at how both variables determine the academic competence of teaching staff in Lagos State Polytechnic, Ikorodu Lagos. A cross sectional survey of all the schools in Lagos State Polytechnic was carried-out with a sample size of 200. The sampling technique used is purposive sampling. The study used descriptive statistics which include tables, percentages, and graph while Chi-Square was used to analyze the formulated hypothesis. Questionnaire was used as the major research instrument. The data analyzed for this study was from 150 academic staff that their questionnaire were properly filled and submitted and out of this, Chief Lecturers, Principal Lecturers and Senior Lecturers constituted 95 (63%) respondents, who we referred to as Mentor, and others constituted 55(37%), who we referred to as Mentee. This study used theories on mentoring, leadership and career development that relate to the study. The paper focused on three main research questions: measuring the level of awareness, mentoring and competence and formation of mentoring among teaching staff of Lagos State Polytechnic, Ikorodu. Findings from this study showed that teaching staff in Lagos State Polytechnic are very much aware of academic mentoring, and they believed that academic mentoring were developed on the basis of familiarity in research interests. It was also discovered from the review of literature that, the unresponsive attitude of some junior teaching staff, the pressure of administrative duties, unavailability of formal mentor/mentee structures were identified barriers to good mentoring skills among mentors and mentees. Based on these findings, the paper recommended among others that the institution should develop staff through policies on mentoring in Lagos State Polytechnic systems, this will serve as an avenue to groom new generation of competent academic staff, who will build responsible future leaders Keywords: Academic mentoring, grooming, academic competence, teaching staff
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Wongjarupun, Sirijin, Korakot Wichitpong, Preeyanuch Apibunyopas, and Kanya Napapongsa. "CULTURAL INTELLIGENCE OF HEALTHCARE STAFF: A VITAL VALUE OF SERVICE OPERATORS." In 49th International Academic Conference, Dubrovnik. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.049.044.

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Stefenhagena, Dita, Inga Vanaga, and Anda Grinfelde. "Working conditions of academic personnel of higher education institutions in Latvia." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.54.031.

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Academic society is exposed to continuous growing demands and requirements – innovative pedagogical work, international recognition in research, cooperation with industry - these are just part of requirements which have to be ensured by academic staff at each higher education institution (HEI) in Latvia. The question arises – do working conditions of academic staff, taking into consideration described demands, duties and requirements, correspond with decent work practice, such as competitive pay and working stability? The aim of the research paper is to investigate if the factors influencing work of academic staff are following decent work practice. In order to reach the aim of the research paper, the authors have used the results of the Latvian Trade Union of Education and Science Employees (LIZDA) survey conducted at public higher education institutions in Latvia. The time period of survey was April – September, 2019. The target group of the survey were representatives of academic staff. The major conclusions of the research are the following: (1.) salary of academic staff isn’t competitive with other public professions and positions in Latvia; (2.) working stability of academic staff is low because of insecure and precarious contracts; (3.) working conditions of academic personnel regarding competitive salary and work stability don’t correspond with the decent work practice.
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Pukas, Andriy, Andrii Simak, Serhii Shandruk, Lesia Bilovus, Viacheslav Stepanenko, and Antonina Demianiuk. "Features of Implementation the Academic Staff Performance Appraisal System." In 2022 12th International Conference on Advanced Computer Information Technologies (ACIT). IEEE, 2022. http://dx.doi.org/10.1109/acit54803.2022.9913180.

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Gyure, James F., and Jerry W. Samples. "Building Effective Bridges Between Academic Departments and Admissions Staff." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33963.

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This paper describes a successful collaboration between the Chairman of an Engineering Technology Department and the Admissions and Enrollment administrator, each looking for increased enrollment. The focus will include the strategic advantages and the practical logistics of the coordinated recruiting program. Specific examples and recommendations will be provided to assist in adapting this program to other institutions.
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Reports on the topic "Academic staff"

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Gordon, Shannon, and Alison Hitchens. Library Impact Practice Brief: Supporting Bibliometric Data Needs at Academic Institutions. Association of Research Libraries, October 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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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
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Hudson Vitale, Cynthia, and Judy Ruttenberg. Investments in Open: Association of Research Libraries US University Member Expenditures on Services, Collections, Staff, and Infrastructure in Support of Open Scholarship. Association of Research Libraries, November 2022. http://dx.doi.org/10.29242/report.investmentsinopen2022.

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Open access (OA) and the broad sharing of research outputs has been empirically shown to accelerate scientific progress and benefit society and individuals at scale through improved health outcomes, socioeconomic mobility, and environmental well-being, to name a few. Academic research libraries, for their part, have made significant investments in opening up research and scholarship—particularly research conducted on their campuses and made available through journal subscriptions. Yet these investments are difficult to collect given their distribution across many budget lines, the lack of standardized reporting categories, and inconsistent data collection practices. In May–June 2022 the Association of Research Libraries (ARL) undertook a survey of its US-based academic research libraries to better understand OA expenses. This report presents the survey results.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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Davis, Greg, Katie Wampole, and Linda Anderson. Library Impact Practice Brief: Supporting Library Spaces Research in the Iowa State University Library with Project Outcome. Association of Research Libraries, September 2022. http://dx.doi.org/10.29242/report.iowastateu2022.

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In the busy world of academic research library assessment work, can simple and easy-to-use outcome-based assessment tools contribute in meaningful and actionable ways to library decision-making? This was the question at the center of a project conducted by staff in the Iowa State University (ISU) Library’s Assessment and Planning unit as part of the library’s participation in the ARL Research Library Impact Framework initiative. The ISU project was done in support of the ARL research question, “How do library spaces facilitate innovative research, creative thinking, and problem-solving?” The ISU research project was based on the use of the Association of College and Research Libraries (ACRL) Project Outcome for Academic Libraries survey tool. In the ISU project, data was collected and analyzed using the Project Outcome spaces survey, once every semester, from the fall of 2018 through the fall of 2021. The ISU project was designed to identify benefits of the Project Outcome survey through the hands-on use of the Project Outcome tool kit and to share those findings. This practice brief also provides information on how to use Project Outcome. A goal of the project was to support and encourage other ARL libraries in their own use of the Project Outcome resources.
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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.
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Jones, Nicole S., Jeri D. Ropero-Miller, Heather Waltke, Danielle McLeod-Henning, Danielle Weiss, and Hannah Barcus. Proceedings of the International Forensic Radiology Research Summit May 10–11, 2016, Amsterdam, The Netherlands. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.cp.0005.1709.

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On May 10–11, 2016, the US Department of Justice (DOJ) National Institute of Justice (NIJ), the Netherlands Forensic Institute (NFI; Dutch Ministry of Security and Justice of the Netherlands), the International Society for Forensic Radiology and Imaging (ISFRI), the International Association of Forensic Radiographers (IAFR), and NIJ’s Forensic Technology Center of Excellence (FTCoE) at RTI International organized and convened the International Forensic Radiology Research Summit (IFRRS) at the Academic Medical Center in Amsterdam. The summit assembled 40 international subject matter experts in forensic radiology, to include researchers, practitioners, government employees, and professional staff from 14 countries. The goal of this 2-day summit was to identify gaps, challenges, and research needs to produce a road map to success regarding the state of forensic radiology, including formulating a plan to address the obstacles to implementation of advanced imaging technologies in medicolegal investigations. These proceedings summarize the meeting’s important exchange of technical and operational information, ideas, and solutions for the community and other stakeholders of forensic radiology.
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Hicks, Jacqueline. Donor Support for ‘Informal Social Movements’. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/k4d.2022.085.

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“Social movements” are by definition informal or semi-formal, as opposed to the formal structure of a stable association, such as a club, a corporation, or a political party. They are relatively long lasting over a period of weeks, months, or even years rather than flaring up for a few hours or a few days and then disappearing (Smelser et al., 2020). There is a substantial and growing body of work dedicated to social movements, encompassing a wide range of views about how to define them (Smelser et al., 2020). This is complicated by the use of other terms which shade into the idea of “social movements”, such as grass-roots mobilisation/ movements, non-traditional civil society organisations, voluntary organisations, civic space, new civic activism, active citizenship, to name a few. There is also an implied informality to the term “social movements”, so that the research for this rapid review used both “social movement” and “informal social movement”. Thus this rapid review seeks to find out what approaches do donors use to support “informal social movements” in their programming, and what evidence do they base their strategies on. The evidence found during the course of this rapid review was drawn from both the academic literature, and think-tank and donor reports. The academic literature found was extremely large and predominantly drawn from single case studies around the world, with few comparative studies. The literature on donor approaches found from both donors and think tanks was not consistently referenced to research evidence but tended to be based on interviews with experienced staff and recipients.
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Levesque, Justine, Nathaniel Loranger, Carter Sehn, Shantel Johnson, and Jordan Babando. COVID-19 prevalence and infection control measures at homeless shelters and hostels in high-income countries: protocol for a scoping review. York University Libraries, 2021. http://dx.doi.org/10.25071/10315/38513.

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The COVID-19 pandemic has disproportionately impacted people experiencing homelessness. Homeless shelters and hostels, as congregate living spaces for residents with many health vulnerabilities, are highly susceptible to outbreaks of COVID-19. A synthesis of the research-to-date can inform evidence-based practices for infection, prevention, and control strategies at these sites to reduce the prevalence of COVID-19 among both shelter/hostel residents and staff. Methods: A scoping review in accordance with Arksey and O’Malley’s framework will be conducted to identify literature reporting COVID-19 positivity rates among homeless shelter and hostel residents and staff, as well as infection control strategies to prevent outbreaks in these facilities. The focus will be on literature produced in high-income countries. Nine academic literature databases and 11 grey literature databases will be searched for literature from March 2020 to July 2021. Literature screening will be completed by two reviewers and facilitated by Covidence, a systematic review management platform. A third reviewer will be engaged to resolve disagreements and facilitate consensus. A narrative summary of the major themes identified in the literature, numerical counts of relevant data including the COVID-19 positivity rates, and recommendations for different infection control approaches will be produced. Discussion: The synthesis of the research generated on COVID-19 prevalence and prevention in homeless shelters and hostels will assist in establishing best practices to prevent the spread of COVID-19 and other airborne diseases at these facilities in high-income countries while identifying next steps to expand the existing evidence base.
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Panko, Mary. Undergraduate Research: A Source for Faculty Publications? Unitec ePress, April 2014. http://dx.doi.org/10.34074/ocds.002.

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Over the last two decades undergraduate students have been encouraged to problem solve in ‘the real world’ in order to construct their own subject knowledge. This generally means that students are required to carry out research in their disciplines, a process which inevitably leads to the production of quantities of data. Once their findings are reported back to faculty and have been graded, they are largely ignored, as they are ‘only’ the product of undergraduate research. However, since 2000 there has been a move to bring this type of work into the open through undergraduate research conferences in order to benefit both the students and their institutions. Nevertheless, except for a few publications within medical teaching, faculty themselves have not widely used this data for their own research, perhaps fearing its potential lack of authenticity or credibility. This paper explores a case study to examine the validity and reliability of students’ findings and considers whether the observations obtained by students can or should be made into academic publications by staff. This study comprised four cohorts, totaling 109 second-year undergraduate automotive students, who had made repeat visits to a number of automotive workshops and reviewed the workshops’ activities with a particular focus on customer service, health and safety, and waste management. Analysis of the top 25% of students’ reports revealed that a number of compliance failures were appearing on such a regular basis that these findings should be brought to the attention of the automotive industry. The paper concludes with a recommendation that under carefully controlled conditions, academics should draw on this hitherto ignored seam of research data.
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