Journal articles: '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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Payne, J. P. "Salaries of clinical academic staff." BMJ 293, no. 6551 (October 4, 1986): 886. http://dx.doi.org/10.1136/bmj.293.6551.886-d.

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Mawoli, Mohammed Abubakar, and Abdullahi Yusuf Babandako. "AN EVALUATION OF STAFF MOTIVATION, DISSATISFACTION AND JOB PERFORMANCE IN AN ACADEMIC SETTING." Australian Journal of Business and Management Research 01, no. 09 (April 5, 2012): 01–13. http://dx.doi.org/10.52283/nswrca.ajbmr.20110109a01.

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This study seeks to ascertain academic staff level of motivation, dissatisfaction and performance at work. The study employed a survey research method to collect research data from academic staff of Ibrahim Badamasi Babangida University, Lapai, Nigeria. A total of 141 or 64% of the academic staff of the University were sampled out of a population of 219 academic staff. Descriptive statistical tools were used to measure the research variables. The study reveals that academic staffs are very highly motivated at work and also highly contented with the working environment. The study further revealed that staff performance as it relates to teaching is very high while their performance in the areas of research and other publications is moderate. It is therefore recommended that universities and other tertiary institutions should take the issue if academic staff motivation seriously to facilitate effective teaching and delivery of knowledge.

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Mah, Dana-Kristin, and Dirk Ifenthaler. "Academic staff perspectives on first-year students’ academic competencies." Journal of Applied Research in Higher Education 9, no. 4 (October 9, 2017): 630–40. http://dx.doi.org/10.1108/jarhe-03-2017-0023.

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Purpose The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills). Design/methodology/approach Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants’ responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories. Findings Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students’ technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions. Practical implications These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment. Originality/value Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.

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Selesho, Jacob M., and Idah Naile. "Academic Staff Retention As A Human Resource Factor: University Perspective." International Business & Economics Research Journal (IBER) 13, no. 2 (February 27, 2014): 295. http://dx.doi.org/10.19030/iber.v13i2.8444.

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The shortage of academic staff and the failure of universities to retain quality academic staff continue to be crucial to the changing prospects and potentials of knowledge formation and learning. This paper intends to examine factors that influence the poor retention rate of academic staff at selected universities in South Africa. The survey involved 80 academic staff lecturing at the selected institutions. The sample was chosen in such a way that more than 35 percent of the selected academic staff have worked at higher education institutions for more than 10 years. Prior to conducting the study, a provisional literature review was performed on recent research regarding reasons for academic staff quitting the profession or changing universities. The study attracted responses from 80 academic staff and the survey discovers job satisfaction as the main factor keeping academic staff in their profession. However, job satisfaction was also linked with career growth and academic development. The study could not rule out the probabilities of working conditions as a factor influencing retention. While these intrinsic factors play an important role, there were also extrinsic factors, as construed from the findings. Respondents considered an academic profession to be a meager paying job, with little opportunity for growth. However, it can be argued that salary is a concern, even though academic staff considers that the academic profession has a superior reputation in society. Nonetheless, many academics believe that the profession has a heavy workload, making it difficult to meet promotion requirements and poor mentoring and capacity development, which would benefit from academic support, unambiguous promotion guidelines and clear, homogenous salary packages.

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SELESHO, JACOB. "The impact of programme accreditation in a transformed higher education institution." Journal of Quality in Education 4, no. 4Bis (November 11, 2013): 17. http://dx.doi.org/10.37870/joqie.v1i1.121.

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The perception held by academic staff of programme re-accreditation has been a major problem in South African Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claims that they want to be accountable to the public for money spent on Higher Education. To a large extent, academics believe that the role of the government amounts to interfering rather than being accountable and that the academic freedom of academics has been violated. The participants of the study were academics from the School of Teacher Education at the Central University of Technology, Free State. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and as compared to academic freedom.

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Karaca, Feyyaz, and Ali Riza Erdem. "The Academic Expectations of Academic Staff from Their Universities." Anthropologist 18, no. 2 (September 2014): 399–412. http://dx.doi.org/10.1080/09720073.2014.11891558.

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Norsyafawati W. Muhamad Radzi, Wan, Norshahrizan Nordin, Razamin Ramli, Aidanazima Abashah, and Sayang Nurshahrizleen Ramlan. "The Use of Analytical Hierarchy Process in Identifying Weight age Criteria for Academic Staff Selection." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 181. http://dx.doi.org/10.14419/ijet.v7i3.21.17157.

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The academic staff selection for any organization is an important process that involves in decision making process. The process must be carried out carefully because it involves some important aspects towards the staff selection. During the interview session, the selection process based on five criteria of the applicant. The five selection criteria consists of academic qualification, religious knowledge, community services, knowledge, and communication skills. Furthermore, the selection of applicants for the academic ability and suitability with the field in order to make the selection process is becoming more complex. The selection of the applicants for academic staff also relies on judgments of the committee that was appointed for interviewing the applicants with a lot of experience in the selection of academic staff applicant. The study finds that the objectives are to identify all criteria relevant to the selection of staffs. The technique used in giving weights to each criterion is Analytical Hierarchy Process (AHP) technique. As a result, the highest weight was assigned to the first criteria which are academic qualification with the weight 0.3423. It shows that the academic qualification was the most important criterion compared to the other criteria. In addition, the selection of applicant for academic staff is able to assist in the selection of potential qualified academic staff.

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Baleni, Zwelijongile Gaylard, Mqondisi Andrea Buka, and Clever Ndebele. "EXPLORING LECTURERS’ RESISTANCE TO ACADEMIC STAFF DEVELOPMENT AT A HIGHER EDUCATION INSTITUTION IN THE EASTERN CAPE, SOUTH AFRICA." Education. Innovation. Diversity. 1, no. 4 (June 21, 2022): 6–19. http://dx.doi.org/10.17770/eid2022.1.6738.

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Higher education institutions and specifically lecturers must stay pertinent and informed of the changes in the academic world. The necessity for staff development programmes in higher education institutions is in accordance with the acknowledgment that transformation for academics is crucial and they need to continually consider their practices to stay pertinent in their disciplines and in teaching and learning issues. Using Karl Marx critical theory, this article explores some dialogue that build lecturers’ assertiveness towards teaching and learning in their fields of study. It strives to explore academics' struggle to engage in initiatives on professionalising academic training. Lecturers might interpret academic staff development initiatives as dictatorial and these result in unwanted consequences for both academics and the institution. The study used the 2017-2018 Campus academics statistics on Academic Staff Development (ASD) workshops to sample participants. Questionnaires were sent through google docs to 80 participants. The findings show that there is resistance to undertake professional development courses because of departmental cultures and traditions are detrimental to academic staff development; workload; undervaluing teaching and learning; workshop emphasis on the theoretical features of teaching than practical examples as well as lack of motivation and incentives among others. A well-planned and continuous ASD creates better impact on encouraging and professionalising academics on innovative pedagogies.

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Bin Ahmad, Kamarul Zaman, and Majid Wahid Shaikh. "Factors affecting Happiness of Expatriate Academicians and Expatriate Non-Academicians in Dubai." International Review of Advances in Business, Management and Law 1, no. 1 (April 8, 2018): 1–12. http://dx.doi.org/10.30585/irabml.v1i1.49.

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Purpose: To determine the antecedents of happiness and compare academicians and non-academicians in selected Dubai Universities. Design/methodological/approach: Qualitative research using in-depth interviews followed by cross-sectional surveys of teaching staff and non-teaching staff from different universities in Dubai.?Findings: There is no significant relationship between knowledge sharing and happiness of academics and well as non-academics. Happiness is significantly related to the other factors.Research implications and limitations: The small sample size of the academic group and the study was targeted at the university staff in Dubai only. Practical implications: The findings of this research gives useful recommendations to Universities to improve happiness among their academic as well as non-academic staff. It will also provide recommendations for developmental purposes for the University of Dubai and the UAE’s “Happiness and Positivity program.”Originality/value: No known research studies the determinants of happiness for academics and non-academics in Dubai Universities.Paper type: Research paper

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Mohammed El-Amin, Maha Abdul-Moniem. "Burnout among female academic staff at universities in Khartoum State." Asian Pacific Journal of Health Sciences 2, no. 4S (2015): 60–66. http://dx.doi.org/10.21276/apjhs.2015.2.2s.12.

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Petzold, Knut, and Hannah Bucher. "The Academic Mobility Regime: Analysing Perceptions of Students and Academic Staff." International Review of Social Research 8, no. 1 (June 1, 2018): 98–108. http://dx.doi.org/10.2478/irsr-2018-0011.

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Abstract Referring to the concept of the ‘mobility regime’ this study aims to gain a deeper understanding of the interrelations between internationalisation of higher education and individual perceptions of members of the academic system. Academics and students in Germany, both with and without international experience, were interviewed in order to find indications how the mobility regime dimensions of normalisation, rationalisation and time-space compression are structured particularly in the academic system. Using an exploratory research design and qualitative content analysis to interpret data of in-depth interviews helps to understand the specific shape of the regime dimensions. We reconstruct how dimensions of a mobility regime are perceived across all sampling groups. Slight group differences in the perceptions of single dimensions provide additional insights. We propose the specific concept of an ‘academic mobility regime’ in order to capture the specifics of the mobility regime in the academic system.

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Efe Arslan, Dilek, and Nazan KILIÇ AKÇA. "Caridyovacular Risk Awareness of Academic Staff." Kocaeli Medical Journal 9, no. 2 (2020): 31–38. http://dx.doi.org/10.5505/ktd.2020.15010.

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Zia, Rukhsana. "Appraisal of Higher Education Academic Staff." LAHORE JOURNAL OF ECONOMICS 3, no. 2 (July 1, 1998): 111–22. http://dx.doi.org/10.35536/lje.1998.v3.i2.a6.

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The Annual Confidential Report is a government document and is used by all government departments. The document is used for all employees of Grade 16 and above. The same document is used for the teaching staff as well. The inefficiency of the document to present an appropriate appraisal of scholarship characteristics of the higher education academic staff is evident. This study will focus on identifying various factors that ought to be assessed to provide information about the performance of the teaching staff and help formulate an effective format to achieve the objectives of appraisal.

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Taylor, Allie. "Engaging academic staff with reading lists." Journal of Information Literacy 13, no. 2 (December 3, 2019): 222. http://dx.doi.org/10.11645/13.2.2660.

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Following the implementation of online reading list software, Library Services at the University of Worcester (UW) encouraged academic staff to consider the reading list as a learning tool. Using an interactive teaching session timetabled as part of the Postgraduate Certificate in Learning and Teaching in Higher Education, lecturers are asked to consider how they can maximise the impact of their reading lists and increase library use. The pedagogy of reading lists and student engagement with reading are examined. Participants also discuss the type of content reading lists typically contain and question whether this accurately reflects what the students should be reading. It draws on best practice from academic colleagues at UW, examining (among other things) the effect of list length, structure and lecturer voice and presence.

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Baimbridge, Mark. "Academic staff salaries: equity and exploitation." Applied Economics Letters 2, no. 12 (December 1995): 469–72. http://dx.doi.org/10.1080/135048595356899.

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Cagri Buke, A., Safak Ermertcan, Mine Hosgor-Limoncu, Meltem Ciceklioglu, and Saban Eren. "Rational antibiotic use and academic staff." International Journal of Antimicrobial Agents 21, no. 1 (January 2003): 63–66. http://dx.doi.org/10.1016/s0924-8579(02)00272-8.

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Conrad, Linda. "Enhancing research through academic staff development." International Journal for Academic Development 3, no. 2 (November 1998): 114–23. http://dx.doi.org/10.1080/1360144980030204.

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Kidd, Tony, and Karen Roughton. "International staff exchanges for academic libraries." Journal of Academic Librarianship 20, no. 5-6 (November 1994): 295–99. http://dx.doi.org/10.1016/0099-1333(94)90066-3.

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Myhovych, Iryna. "Interculturalism and Higher Education: The Role of Academic Staff in Promoting Campus-Based International Academic Environment." Education and Pedagogical Sciences, no. 2 (177) (2021): 3–11. http://dx.doi.org/10.12958/2227-2747-2021-2(177)-3-11.

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The paper presents an attempt to articulate the link between the notions of «interculturalism», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centered on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning with the application of digital teaching formats such as international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Slovak higher education based on the empirical data provided by online open platforms of Commenius University in Bratislava, Slovak Republic. The collected data have showed that the enhancement of interculturalism in higher education should be aimed at developing more of an education for all in the spirit of recognizing the differences that exist within the same society, and less an education for different cultures, which would involve isolation of cultural groups. Among the results of the research the ways of achieving interculturality at higher educational institution are highlighted, such as: simultaneous learning of at least two foreign languages; integration in twinning European programmes; obtaining scholarships for academic mobility (including virtual one), etc.

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Milledzi, Eugene Yaw. "Psychosocial Environment of Universities: How Satisfied are Academics with Work-Related Factors?" Journal of Educational Development and Practice 5, no. 1 (December 1, 2021): 91–109. http://dx.doi.org/10.47963/jedp.v5i.1009.

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University academics are critical actors in knowledge production and human resource development through teaching and research. However, despite the significant roles of university academics in the knowledge society, the psychosocial work environment of universities particularly in developing nations has witnessed agitations, threats and strikes over one work-related issue or the other. The current study examined how academic staff of selected universities in Ghana perceived work-related factors in their psychosocial environment using the mixed methods explanatory sequential design. A sample of 376 academic staff were stratified and selected based on rank and gender. Structured questionnaire was employed to collect data for the quantitative phase of the study while semi-structured interview guide was used to gather the qualitative data. Results from the study showed that academic staff of universities were dissatisfied with criteria for promotion, salary, as well as training and development as they perceived these factors negatively in their psychosocial work environment. It was recommended that managements of universities in Ghana make pragmatic efforts to review conditions of service of academic staff in order to create favourable psychosocial work environments for university academics to promote effective teaching, research and innovation

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May, Robyn, Glenda Strachan, and David Peetz. "Workforce development and renewal in Australian universities and the management of casual academic staff." Journal of University Teaching and Learning Practice 10, no. 3 (July 1, 2013): 27–51. http://dx.doi.org/10.53761/1.10.3.3.

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Most undergraduate teaching in Australia’s universities is now performed by hourly paid staff, and these casual academics form the majority of the academic teaching workforce in our universities. This recent development has significant implications for the careers and working lives of those staff, for other academic staff, and for students, implications which are yet to be closely examined. Investigation of the working conditions of casual academic teaching staff is important, as the ageing of the continuing academic workforce suggests the universities will need to consider workforce development and renewal, and the casual academic workforce may represent an important source of labour. This paper examines the support casual academic staff receive from their universities to undertake their work, and how this level of support has an impact on their job and career satisfaction. It uses data from the Work and Careers in Australian Universities Survey, conducted in 2011 across 19 universities. Casual academic teaching staff answered questions which provided information on a range of demographic details, conditions of work, their motivations for casual work, and their access to a range of job and career supports. The research found that there is variation among universities in their provision of physical supports such as provision of a desk and computer, supports for collegial inclusion such as meeting attendance, and access to professional training. The range of assistance provided to these staff had an impact on their job and career satisfaction.

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Machado-Taylor, Maria de Lourdes, Virgílio Meira Soares, José Brites Ferreira, and Odília Maria Rocha Gouveia. "What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?" Revista de Administração Pública 45, no. 1 (February 2011): 33–44. http://dx.doi.org/10.1590/s0034-76122011000100003.

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An important constituent group and a key resource of higher education institutions (HEIs) is the faculty or academic staff. The centrality of the faculty role makes it a primary sculptor of institutional culture and has implications for the quality of the institution and therefore has a major role in achieving the objectives of the institution. Demand for academic staff in higher education has been increasing and may be expected to continue to increase. Moreover the performance of academic staff as teachers and researchers determines much of the student satisfaction and has an impact on student learning. There are many factors that serve to undermine the commitment of academics to their institutions and careers. Job satisfaction is important in revitalizing staff motivation and in keeping their enthusiasm alive. Well motivated academic staff can, with appropriate support, build a national and international reputation for themselves and the institution in the professional areas, in research and in publishing. This paper aims to identify the issues and their impacts on academic staff job satisfaction and motivation within Portuguese higher education institutions reporting an ongoing study financed by the European Union through the Portuguese Foundation for Science and Technology.

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TURNEA, Elena-Sabina, Adriana PRODAN, Liviu-George MAHA, and Andreia Gabriela ANDREI. "Mobility of Teaching and Research Staff: Determinants and Post Factum Effects." Revista de Cercetare si Interventie Sociala 79 (December 15, 2022): 7–27. http://dx.doi.org/10.33788/rcis.79.1.

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This paper reports the findings of a study investigating higher education institutions (HEIs) in Romania and the motivations lying behind the decision of undertaking professional mobilities in academia. Although professional mobilities are known to be a frequent practice in various fields of activity, the teaching and research mobilities of academics distinguish themselves among the mobilities of all sectors, deserving a special attention. In this context, our study investigated the incentives and deterrents of undertaking academic mobilities in Romanian HEIs. It divided the determinants of undertaking mobilities into those leading to mobilities and the others slowing them down. Results have shown that the desire of expanding professional experience has the highest influence on teaching and research staff's decision to undertake a mobility, while insufficient funding explains mobilities drop-off, as it is the factor of highest influence on people’s decision of not undertaking mobilities. The study also analysed the mobility post factum implications for the academic community. The development of research networks and career enrichment were the main benefits of academic mobilities indicated by study results. In this sense, most study participants reported that they developed their network to do research during the mobilities and they have also managed to enrich their professional careers thanks to these mobilities.

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Njogu, Lynette Wambui, and Caroline Mutwiri. "Perception of Academic Staff on Knowledge Sharing Through Institutional Repositories in Public and Private Universities in Kenya." International Journal of Current Aspects 6, no. 3 (October 16, 2022): 125–33. http://dx.doi.org/10.35942/ijcab.v6i3.283.

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Universities have established platforms through which their academic staff can share knowledge they have generated and acquired through research. These platforms are known as institutional or digital repositories. However, an examination of most repositories shows that academic staffs in some faculties have deposited more research findings than other faculties. Therefore, this study sought to establish the perception of academic staff towards knowledge sharing through institutional repositories in selected public and private universities. The study utilized the Knowledge-Sharing model by Cheng et.al. developed in 2009. The research method adopted was the descriptive research design. The study location for the research included the University of Embu and St Paul’s University. The target population in the selected universities was 75. The sample size was 59 as determined by Krejcie and Morgan scales. The questionnaire was the main tool for collecting data. Qualitative data was analyzed thematically while Quantitative data was analyzed using descriptive statistics presented through percentages, frequencies, pie charts, tables and graphs. Logistical and ethical considerations were strictly adhered to. The study findings were as follows: the academic staffs have a positive perception towards KS, self-archiving is yet to be embraced by a significant number of academic staff. The study recommended that academic staff to be trained on self-archiving of their research outputs in IRs.

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Muhenda, Mary Basaasa, and Abraham Kule. "Perception Variances between Administrative and Academic Staff on Ethical Practices and Information Security: The Question of Students Examination Records in Public Universities in Uganda." Global Journal of Social Sciences Studies 8, no. 1 (May 24, 2022): 19–26. http://dx.doi.org/10.55284/gjss.v8i1.640.

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Investigations on the ethical practices and information security variance perceptions between academic and administrative staff were confirmed in Public Universities in Uganda. Four data collection phases included: testing the impact of ethical practices on information security among administrative staff; their ranking of factors likely to improve loyalty; academic staffs’ perception on the highly ranked factors that impact loyalty and, key informant interviews to substantiate key findings. Results confirmed loyalty as a stronger predictor of information security among administrative staff, which finding was considered inconsequential in matters of examination security by the academic staff. Whereas job satisfaction, high salaries, training and development were reported to increase loyalty among administrative staff, academic staff ranked personal integrity and commitment to excellence as most important. The varying perceptions could be attributed to divergent personal values, different technical and or professional backgrounds and corporate cultures. Findings provide new information security policy interventions, highlight the departure from conventional approaches of fighting examination security vices and call for innovations that address diverse stakeholders’ work dynamics. Key recommendations include stringent recruitment practices, rapid re-skilling and regular sensitisation, improved remuneration, and high scores on examination security attributes in performance agreements for all staff handling examinations. Undertaking a single study to investigate the different perceptions of both administrative and academic staff using a four step procedural interrelated approach is a major methodological contribution to research quality. The conceptualised ethical practices’ dimensions could stimulate current debate in Universities.

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Melville, Angela, and Amy Barrow. "Persistence Despite Change: The Academic Gender Gap in Australian Law Schools." Law & Social Inquiry 47, no. 2 (December 9, 2021): 607–34. http://dx.doi.org/10.1017/lsi.2021.52.

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Prior research has shown that while women have entered the legal profession in increasing numbers, the profession continues to privilege the norms, beliefs, and cultural practices of men. However, one aspect of the legal profession that has largely been overlooked, especially in Australia, is legal academia. This oversight is significant as legal academia provides the gateway into the legal profession. Women now make up approximately half of universities’ academic staff, are increasingly completing doctorate qualifications, and are moving into senior positions within academia. On the surface, these changes may suggest that women are now fully integrated into academia and that the academic gender gap has now resolved. We argue, however, that numerical inclusion does not necessarily challenge the male normative structures that underlie legal academia. This article draws on analysis of the biographies of seven hundred legal academics in Australian law schools and investigates differences between male and female legal academics in terms of level of appointment, academic qualifications and professional experience, research productivity, research interests, and mobility. It shows that while the gender gap has closed in some areas, the feminization of legal academia is a myth and female academics continue to face gendered barriers.

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James, Richard. "In Search of Staff Development: A study of academic staff appraisal." Higher Education Research & Development 14, no. 2 (January 1995): 185–99. http://dx.doi.org/10.1080/0729436950140204.

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Chatziioanou, Alypios, and Edward Sullivan. "University Technology and Research Parks." Industry and Higher Education 18, no. 2 (April 2004): 125–29. http://dx.doi.org/10.5367/000000004323051903.

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This paper discusses the history, prospects and impacts of university technology and research parks. The main question addressed is: what are the short-term and long-term impacts of such parks on engineering education and its mission? The first technology park, at Stanford, and other early parks are used as examples to assess some of these impacts. Most of the short-term impacts are positive: the parks provide more options for academic staff and students, enable rapid technology transfer and offer improved funding for academia. The longer-term impacts however, including the potential loss of academic independence and diversity as well as a reduction in the classroom involvement and availability of academic staff tend not to be closely Monitored. Programmes, curricula and academics' interests have been observed to shift in concert with commercial priorities. A better balance between short-term success and long-term benefits should be sought in future technology park developments.

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Al-Husseini, Khansaa Azeez Obayes, Ali Hamzah Obaid, and Ola Najah Kadhim. "Evaluating the Effectiveness of E-learning: Based on Academic Staff Evaluation." Webology 19, no. 1 (January 20, 2022): 367–79. http://dx.doi.org/10.14704/web/v19i1/web19027.

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E-learning has become a popular learning method used in many local and international universities and in many educational institutions. The initial achievements of e-learning platforms and the online learning environment demonstrated outstanding advantages in distance education. However, it is necessary to conduct an evaluation of the educational process, and in particular an effective assessment of the learning environment via online-based e-learning platforms. Where this study aimed to identify the evaluation of the effectiveness of e-learning from the point of view of the teaching staff in the Technical Institute of Babel and the Technical Institute Al-Mussaib. To achieve the objectives of the study, the researchers prepared a questionnaire containing (32) questions, after verifying the tools of reliability and validity. The results of the study revealed that the evaluation of the effectiveness of e-learning was average and above average in some paragraphs of the questionnaire. The percentage (84,070) of faculty members use computers and smart phones to publish academic content through the use of the home internet, at a rate of (95,575) in the form of creating educational content in several forms, including video, audio and text at the same time.

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John, Theresa, and Bode Ekerin. "Academic Staff Strengths of Postgraduate Training Programs in Pharmacology in the USA Pre- and during Covid-19 Pandemic - A Cue for Capacity Building in Pharmacological and other Programs in Nigerian Universities." Nigerian Journal of Physiological Sciences 37, no. 2 (December 31, 2022): 261–70. http://dx.doi.org/10.54548/njps.v37i2.14.

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Structure and function go hand in hand for program success. For the training of pharmacologists, this is also true. A component of structure is academic staff strength. We wanted to know the total academic staff strength of programs and departments in American universities that run training programs in pharmacology at post graduate level in order to inform development in Nigerian and other African academia. Through departmental and program webpages, we mined data on academic staff of departments running graduate programs leading to PhD Pharmacology in the USA. All the data were mined within 96 hours of starting the investigation in 2016 and again in 2021 and were studied using descriptive statistics. There were a total of 25 such programs listed by the American Society for Pharmacology and Experimental Therapeutics (ASPET) website. From the descriptive statistics, the programs were not identical and varied in their staff compositions by numbers. A total of 1,993 academic staff members in 2016 and 2,042 academic staff members in 2021 were serving the 25 graduate pharmacology programs collectively. Notably more than 25% and less than 50% of the three categories of professorial cadre were non-pharmacology PhD holders. From the composite data of 2016 and 2021, mean staff per program were: 23 professors, 13 associate professors, and 15 assistant professors per program with 2 each of adjunct staff in the categories of professor, associate professors, and assistant professor. Also composite average per program were 5 joint staff, 3 postdoctoral fellows, 4 emeritus professors, and 11 various researchers. A pattern of top heavy majority of professors was derived from both the 2016 and 2021 investigations. Post docs, miscellaneous researchers, joint staff, and emeritus professors formed a dynamic pool. In totality, staffing of the 25 graduate pharmacology programs in the USA in 2016 and in 2021 were top - heavy experience and expert laden with the professorial cadre, diversified, and depicted dynamism during COVID-19 pandemic. KEY WORDS: academic staff, staff strength, USA universities, Nigerian universities, pharmacology, PhD program.

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Ozurumba, Chukwuma N., and Japo Oweikeye Amasuomo. "Academic Staff Development and Output in State Universities in South-South Nigeria." Makerere Journal of Higher Education 7, no. 2 (May 13, 2016): 49–59. http://dx.doi.org/10.4314/majohe.v7i2.3.

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This study examines staff development and the output of academic staff in the state universities in South-South Nigeria. An ex-post-facto survey design was used to conduct the research in three state universities in the area. Three research hypotheses were formulated to guide the study. Data were collected from a sample of 402 academic staff. This was done using a questionnaire entitled “Academic Staff Development and Academic Staff Output Questionnaire”. One way Analysis of Variance (ANOVA) was used to analyse the data. The findings were that significant relationship exists between staff development and the productivity of academic staff in terms of research, teaching and community service. Therefore, the study concluded that in-service training and attendance of conferences and workshops influence the output of academic staff. Accordingly, it is recommended that adequate funding towards staff development and policies that support staff development are imperative for improved performance.Keywords: Academic staff development; Performance management; Nigeria

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Nnadozie, Remigius C. "A model for management of workload of academic staff at a developing university." Corporate Ownership and Control 12, no. 4 (2015): 462–66. http://dx.doi.org/10.22495/cocv12i4c4p4.

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Academic workload models provide framework for ensuring that academic workloads are distributed equitably and transparently. The models are also useful tools for managing capacity optimization and planning. The work of academics could be perceived as complex, individually distinctive and multidimensional. Therefore, the challenge in designing an acceptable model is striking the right balance between complexity and practical applicability. This paper is an attempt at designing an academic workload model in the context of a developing University of Technology (UoT). Using actual hours modelling approach, a workload model that prioritises teaching and learning aspects of the work of academics is proposed.

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Wolbring, Gregor, and Aspen Lillywhite. "Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People." Societies 11, no. 2 (May 18, 2021): 49. http://dx.doi.org/10.3390/soc11020049.

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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Sabo, Abubakar, Muhammad Sani Umar, and Abdulsalam Nasiru. "Academic Staff Salaries and Academic Union Struggles: Historical Evidence from Nigeria." International Journal of Economics and Management Studies 6, no. 6 (June 25, 2019): 97–101. http://dx.doi.org/10.14445/23939125/ijems-v6i6p115.

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Kravets, M. A., K. A. Pimenova, I. N. Shchepina, and V. N. Yaryshina. "ACADEMIC COMMUNICATION AS A COMPONENT OF JOB SATISFACTION FOR ACADEMIC STAFF." Proceedings of Voronezh State University. Series: Economics and Management, no. 4 (2022): 80–92. http://dx.doi.org/10.17308/econ.2022.4/10574.

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Arinaitwe, Judith, Enock Barigye, and Basil Tibanyendera. "Human Resource Development Practices and Job Performance of Academic Staff: A Case of Mbarara University of Science and Technology in South Western Uganda." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 1 (January to March 2021) (March 3, 2021): 41–51. http://dx.doi.org/10.46606/ajess2021v02i01.0064.

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This study investigated the relationship between human resource development practices and job performance of academic staff at Mbarara University of Science and Technology. The human resource development practices in relation to job performance of academic staff were performance appraisal, training and promotion. The study used the correlational research design on a sample of 150 respondents with data collected using a questionnaire survey. Data were analysed using quantitative methods. Descriptive results revealed that performance of academic staff was high. The implementation of performance appraisal was fair (moderate). Regression results showed that training and promotion had positive and significant influence on job performance of academic staff. Nevertheless, the influence of performance appraisal on job performance of academic staff was not significant. Therefore, it was concluded that the implementation of performance appraisal was weak to have a significant influence on performance of academic staff. Training was essential for performance of academic staff in the university and promotion was a prerequisite for performance of academic staff. Hence, it was recommended that human resource director and administrators in the university should strengthen the implementation of performance appraisal, training should be prioritized to enhance performance of academic staff in the university and promotion should be given significant priority to promote performance of academic staff.

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Skyba, Yurii. "SWOT ANALYSIS AS AN INSTRUMENT FOR IDENTIFYING THE POTENTIAL OF ACADEMIC PERSONNEL OF UNIVERSITIES." Educological discourse, no. 3 (2020): 86–91. http://dx.doi.org/10.28925/2312-5829.2020.3.6.

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The article presents the results of SWOT-analysis of the potential of the academic staff of highly rated universities in Ukraine (Taras Shevchenko National University of Kyiv, National Technical University of Ukraine «Igor Sikorsky Kyiv Polytechnic Institute», Sumy State University). A theoretical analysis of scientific sources on the research problem was carried out and the possibility of using SWOT-analysis to identify strengths and weaknesses, threats and opportunities for developing the potential of academic staff was substantiated. Based on the analysis of the types of activities carried out by the academic staff, the criteria for assessing the resources and capabilities of universities for its development were developed, in particular: universities in international and domestic ratings; quantitative composition and age structure of academic staff; university resources for developing the capacity of academic staff; publication activity of academic staff; motivation and stimulation of academic staff; indicators of academic mobility of academic staff. Based on the analysis of official open resources, the strengths of the universities under study were found out, namely: competent academic staff, and the availability of various resources for its development, in particular postgraduate studies, doctoral studies, constantly working specialized academic councils, scientific journals and collections, a large network of international relations and international research contracts. At the same time, the weaknesses of the universities under study are: a high proportion of academic staff of respectable age, the lack of interest in universities in attracting successful practitioners who do not have academic degrees to the educational process, and the insufficient participation of foreign academic workers in the educational process.

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Sysoieva, Svitlana, and Iryna Sokolova. "ACADEMIC STAFF DEVELOPMENT PROGRAMME: RESEARCH COMPETENCE FORMATION." Continuing Professional Education: Theory and Practice, no. 4 (2020): 23–32. http://dx.doi.org/10.28925/1609-8595.2020.4.3.

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The article is devoted to the study of the effectiveness of Academic staff development programme to promote the development of research competence. Mixed method (qualitative and quantitative) was used to explore the problem: the analysis of scholarly literature searching for the term «research competence» as well as modelling structural components of research competence. Research competence is seen in our article as an integrated personal and professional quality of a higher education teacher, which reflects the motivation for scientific research, the level of teaching research methodology, the personal qualities of a researcher, such as innovative thinking, the capacity for creativity and innovation. We have identified the following key components of the Research competence of a higher education teacher: motivational and valuable, cognitive, procedural and active, information, communicative, personal and creative, reflexive; components of research competence form a holistic unity of the results of academic staff professional and personal development. The article presents the experience and results of the implementation of the research module of Academic staff development programme at the Borys Grinchenko Kyiv University. The results showed that participation in the Research modules had influenced much to develop some components (the motivational and valuable, communicative, the personal and creative) of research competence in Academic staff. While learning Research modules university teachers can assess the current level of their research knowledge and skills and take responsibility for their continued professional development.

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YALÇIN, Eda. "Burnout Syndrome: An Examination on Academic Staff." Econder International Academic Journal 2, no. 2 (December 30, 2018): 215–37. http://dx.doi.org/10.35342/econder.480591.

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Bańkowska, Małgorzata. "Effective staff management in the academic library." Rozprawy Społeczne 13, no. 2 (October 23, 2019): 81–96. http://dx.doi.org/10.29316/rs/113316.

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Journal articles on the topic 'Academic staff'

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