Academic/faculty Development

Academic Learning Professionals (ALPs) and Student Success Professionals (SSPs) play a key part in the way higher education responds to and grapples with complex contexts and disruptions to learning and teaching. In this chapter, the authors argue for a more intentional and structured integration of the work done by ALPs and SSPs, drawing on their insights and reflections from working in these areas over several years. They contend that to make a meaningful shift to studentcentredness as the South African higher education sector transitions to blended learning and teaching, the work of ALPs and SSPs must be made to intersect. Through critical reflection and by drawing on Gibbs' (1988) cyclical reflective model, the authors explore how integrating the work of ALPs and SSPs, through the intentional centring of students' holistic needs, is key to equipping academics with the insight and awareness required for student-centredness, with the aim of enhancing students' prospects of success.

This chapter presents a framework for fostering innovative entrepreneurship within higher education institutions, combining theoretical insights with practical applications. Responding to the growing demand for entrepreneurial skills, the framework emphasizes institutional commitment, experiential learning, faculty development, and cross-sector partnerships. Through a qualitative method, the research identifies key challenges and effective strategies for embedding entrepreneurship in universities. The framework outlines steps to create an entrepreneurial ecosystem that aligns with institutional missions and prepares students for success in a dynamic global economy. Key elements include strategic leadership, integrated curricula, innovation hubs, industry ties, and ongoing evaluation. Emphasizing hands-on learning and faculty support, the chapter promotes a practical, evidence-based path to enhancing entrepreneurship education.

Pakistan is a developing country, which has a dire need of providing best possible educational facilities to the university students. In today's technologically advanced world highly educated and technical human resource is required to operate and manage developmental tools/infrastructure. Supply of such human resources to various sectors of a country is possible only through universities having high educational standard and faculty members with strong organizational commitment. The purpose of this research is to probe into the effects of HRM practices namely promotion, performance evaluation and compensation on organizational commitment of faculty members of Universities in Pakistan. 206 teachers of various Pakistani universities were selected randomly, irrespective of gender, race and designation and dispensed with a questionnaire. The results show that organizational commitment is strongly, positively influenced by compensation practices adopted by the universities. However performance evaluation and promotion practices were found to have no significant relationship with Organizational commitment.

A midwestern Jesuit university worked to align an existing Interprofessional Education (IPE) program with a new core curriculum and its corresponding student learning outcomes (SLOs). This paper describes the collaborative curriculum development process used within an institution to develop its first University Core Curriculum. The University Core Curriculum development process resulted in a framework, outcomes, and essential criteria associated with nine student learning outcomes (SLOs). To address this new framework, faculty developed new and revised IPE learning experiences to align with University SLOs and core attributes. This produced three IPE courses that simultaneously address the health profession program's unique accreditation requirements, IPE competencies, and the University SLOs. Positive improvements in pre/post assessment of the SACS and strong ACE-15 scores indicate the development of collaboration skills and behaviors that create a collaborative environment. Narrative responses from the final exam supported positive changes on both the SACS and ACE-15. This collaborative process aligning IPE competencies with the University SLOs strengthened interprofessional learning. A continuous improvement method was applied to course development, pedagogy, and outcomes, accompanied by the development of effective teaching teams. It created a wider understanding across the University of health professions programs and the unique contribution of well-designed IPE learning experiences.

This paper examines factors that influence faculty at a research-intensive U.S. public land grant university to engage in international collaborations and partnerships. Using a mixed-mode (web, mail, and telephone) survey, we collected data from 764 researchers at Washington State University, Pullman, Washington, USA, to provide a baseline and current context of demographic characteristics, motivations, barriers, and academic outcomes in relation to international research collaboration. Our results suggest that funding, reduced organizational and institutional barriers, effective institutional support, previous global experience, and research outcomes can encourage faculty to engage in international collaboration. We also found that faculty involved in international collaboration, on average, exhibited higher productivity and a positive correlation with scholarly output, especially through joint publications and student training. The results of this study may provide a reference for...

This workshop was designed for a three-hour in-person workshop experience. However, the slides can stand alone for participants who cannot attend the training and as a resource for participants after the workshop is completed. The facilitator should share the slide deck with all participants.

This training presumes that each participant has access to their course in the LMS, and this course contains all PowerPoint presentations for lectures, student handouts, assessments, assignments, and any other relevant items, including the syllabus.

All participants should bring a laptop to the workshop so that they can access their course in the LMS to complete some of the activities. They should be able to access an electronic copy of their course syllabus so they can modify it as part of this workshop.

If possible, arrange the room so that participants are seated at tables in groups of four to facilitate discussion.

No additional materials are required beyond the presentation slides and this guide.

I breathe in an arts academy with professional artist-educators who cultivate imagination in themselves and in the lives of their learners. As we live in the challenges of unsettling permanence through this pandemic, I reflect on the necessary discourse about discursive practices in academic development. I am driven to think about my positionality to build capacity at a higher arts education institution that is presently in transition towards the formation of Singapore’s first arts university.

Although the percentage of Black faculty members has grown over the past decade, Black professors remain a conspicuous minority population within the academy. While existing literature documents differences between faculty members of different races and of different genders, there are few studies contrasting the experiences of Black male and female professors. Such an intersectional analysis allows us to examine how racial and gendered experiences inflect intellectual representation. Through the collaborative autoethnographic method, this article analyzes data collected by the authors during the summer following their first year as tenure-track professors at predominantly White institutions. The analysis underscores four primary themes: trailblazing, conspicuousness, positioning, and 'paying it forward'. We include suggestions for institutional policy and practice.

Introduction: Although the demand for graduates with Science, Technology, Engineering, and Mathematics (STEM) credentials continues to climb, women remain underrepresented as both students and faculty in STEM higher education. Compounding social forces can hinder organizational change for gender equity in STEM, constraining institutions and individuals within them. This study advances macrostructural theory to examine the impact of gender composition (including group size and heterogeneity) of women faculty on structural change, as measured by gender desegregation of STEM degree earners. We advance this theory by incorporating faculty rank, rather than treating group composition as a static category. Method: This study draws on a federal repository of data to assess institutional change in the share of STEM women faculty in the U.S. We employ quasiexperimental methods to explore the following research questions: (1) does hiring more women onto an institution's faculty roster shrink the gender gap among STEM degree earners? and (2) does segregation of faculty by gender within institutions shape the gender gap among STEM degree earners? Findings: While institutional efforts herald their efforts of hiring more women faculty, our findings indicate that gender desegregation of STEM degree earners partially depends on the promotion of women faculty to tenure. Discussion: Implications for theory, policy, and practice are discussed, with a focus on institutional-level change.

In the realm of professional development, mentoring has evolved as a timeless practice and continues to be relevant for professionals today. In higher education, its impact on various relationships, including student/faculty and junior/senior faculty pairings, has been extensively explored. This paper focuses on assessing the impact of mentoring on professional success, career advancement, and professional competencies of the faculty of higher education institutions (HEIs) in Karnataka. The methodology involves a comprehensive survey encompassing 180 faculty members across various designations and disciplines, utilizing a meticulously crafted and reliable questionnaire. The study reveals strong positive correlations between peer mentoring, collegial support, various professional competencies, and perceived career development opportunities (all with p < 0.01). Regression analysis highlights the significant impact of peer mentoring on diverse aspects, while structural equation modeling (SEM) reinforces the well-fitted structure of these relationships, emphasizing the pivotal role of peer mentoring in shaping professional competencies and fostering career development opportunities within the organization.

As higher education faces unprecedented challenges, the role of faculty members is undergoing a profound transformation. The traditional image of faculty as the sole guardians of disciplinary knowledge and academic freedom is being reshaped by the pressing demands of a rapidly changing world. This shift requires faculty not only to adapt their teaching and research but also to take on broader responsibilities in curriculum design, governance, and strategic planning. However, many faculty members are not prepared for these expanded roles. To meet the demands of the future, faculty must be led, developed, and reskilled in ways that align with the evolving mission of higher education.

This conference reflection explores the themes raised by participants in the authors interactive workshop at the SHIFT 2021 conference. The workshop focused on how universities are responding to the climate emergency through innovative teaching practices.

Authentic learning involves students undertaking activities on their degree that reflect those they would carry out
in a graduate job. It is widely viewed as beneficial in improving students’ employability. Opportunities for students to experience authentic learning are very uneven, and there are significant barriers that currently limit more widespread adoption. What role can academic developers play to help teaching teams overcome these barriers and make sure authentic approaches are more embedded
in the curriculum?

The aim of this interactive workshop was for the learning developers participating to be empowered to engage with these changes in their own institutions. Much of the facilitated discussion looked at new approaches to learning development that support education for sustainability. It comprised a series of mini-presentations of case-studies derived from original research into teaching climate change including 35 in-depth interviews. The workshop drew on the presenters’ research to crowdsource solutions from the learning developer community to key challenges. How can we foster creativity, innovation and systemic thinking in graduates? How can advanced skills for sustainability be scaffolded in the university curriculum? The workshop is designed to be of interest to learning developers with experience in supporting education for sustainability, and those new to the topic.

Academic Learning Professionals (ALPs) and Student Success Professionals (SSPs) play a key part in the way higher education responds to and grapples with complex contexts and disruptions to learning and teaching. In this chapter, the authors argue for a more intentional and structured integration of the work done by ALPs and SSPs, drawing on their insights and reflections from working in these areas over several years. They contend that to make a meaningful shift to studentcentredness as the South African higher education sector transitions to blended learning and teaching, the work of ALPs and SSPs must be made to intersect. Through critical reflection and by drawing on Gibbs' (1988) cyclical reflective model, the authors explore how integrating the work of ALPs and SSPs, through the intentional centring of students' holistic needs, is key to equipping academics with the insight and awareness required for student-centredness, with the aim of enhancing students' prospects of success.

In response to international research-informed calls for the professionalisation of teaching to support student success, the South African Higher Education sector has implemented structures aimed at promoting teaching and research as equals. Despite this occurring at both the institutional and national level, many South African institutions are still struggling to achieve this balance, with research remaining a dominant factor in academic recognition. Using a phenomenographic research design and employing the notion of structure, culture and agency to conduct a thematic analysis of qualitative data, this study examines the success of a potentially enabling structure (i.e., a Postgraduate Diploma in Education [Higher Education]) designed to professionalise teaching in support of student success. The findings suggest that, despite strong indications that good authors' institution has negated the attempts to place research and teaching on an equal footing. Institutional-level structures remain fragmented with respect to research and teaching. Student success is not only dependent on receiving research-informed disciplinary knowledge, but also on how an institution promotes and facilitates well-informed and scholarly teaching practices. The authors conclude by recommending i) the recognition of postgraduate diplomas as an indicator of learning and teaching expertise by staffing and promotions committees; ii) the utilisation of agents who have self-selected to professionally develop their teaching to be part of a coherent system that supports and steers cultural change within academia; and iii) the recognition of research in learning and teaching as equal to discipline-specific research.

Joining a new institution is challenging; doing so eight weeks before the advent of a pandemic was extremely challenging. Two new online learning specialists, together with the support of their manager, in a faculty’s Teaching and Learning Centre at a South African university, reflect upon personal experiences that highlight the challenges and affordances of supporting professional learning during the COVID-19 pandemic. The two online learning specialists had to establish personal relationships with each other, their manager and the broader institutional community, in addition to building networks with the academics they needed to support. The faculty team had to work with the central support unit, as well as with faculty teams in other faculties to support academics in their transition to remote teaching and learning. Adopting an ethic of care philosophy, the team conceptualised and implemented various professional learning interventions for academics, while they themselves grew accustomed to the faculty and institution. In a short space of time, many academics in the faculty and institution looked at the team for advice, guidance and reassurance. Fortuitously, the period enabled the team to form/join support networks and communities of practice, both within the faculty and the institution. These experiences laid the foundation for a faculty support strategy for the future, and the design of short courses to further support the professional learning of academics and their capacity to develop and implement pedagogically sound blended and online offerings.

The continuous professional learning of academics as university teachers is a national imperative in South Africa. At our university, a Postgraduate Diploma in Education (Higher Education) was introduced in 2015 with the aim to professionalise university teaching through a formal qualification. Students (i.e., candidates) must transition in two ways: firstly, from being disciplinary specialists to being students again; and secondly, into the community of scholarly teaching in higher education. This article examines the liminality experienced by candidates as they navigate the programme and learn to belong to a new scholarly teaching community. Drawing on empirical data collected from graduates and programme coordinators, the authors track candidates' shifting identities and showcase how, though initially turbulent and unsettling, the process of learning to belong to a new teaching identity can be rewarding and enriching. The authors conclude by discussing the conditions required to enable candidates to acquire a strong university-teacher identity.

“Every university in Gaza has been turned to rubble. As our students have taught us, we cannot in good conscience permit our campus to return to normal. As education workers, we refuse to be complicit in scholasticide and genocide.”

- Joint Statement
The first Faculty Solidarity Encampment in USA
New School NY
(named after Refaat Alareer)

This paper examines factors that influence faculty at a research-intensive U.S. public land grant university to engage in international collaborations and partnerships. Using a mixed-mode (web, mail, and telephone) survey, we collected data from 764 researchers at Washington State University, Pullman, Washington, USA, to provide a baseline and current context of demographic characteristics, motivations, barriers, and academic outcomes in relation to international research collaboration. Our results suggest that funding, reduced organizational and institutional barriers, effective institutional support, previous global experience, and research outcomes can encourage faculty to engage in international collaboration. We also found that faculty involved in international collaboration, on average, exhibited higher productivity and a positive correlation with scholarly output, especially through joint publications and student training. The results of this study may provide a reference for...

A list of the Center for Public Policy Studies "Research Papers" and other currently published publications is available online at the CPP website http://www.cpp.amu.edu.pl/publications.htm. Hard copies of the research papers are available upon request The Center for Public Policy Studies (CPP) is an autonomous research unit of Poznan University, Poland, founded in 2002. It focuses on research in social sciences, mostly through large-scale comparative European and international research projects. Its major areas of interest include: higher education policy and research in national, European and global perspectives; research and development policies; university management and governance; reforming higher education and its legislation in Central and Eastern Europe; higher education and regional development; public services; the processes of Europeanization and globalization; theories of the welfare state; theories of democracy, as well as political and economic transition in European postcommunist countries. See http://www.cpp.amu.edu.pl/htm. The CPP Research Papers Series is intended to disseminate the findings of work in progress and to communicate preliminary research results to the academic community and the wider audience. Papers are subject to further revisions and therefore all comments and suggestions to authors are welcome.

This paper focuses on academic development for Syrian academics in exile. Academic development first emerged in resource-rich, global North environments including the UK, the USA, Australia, and Scandinavia nearly 50 years ago as reported by Gosling (International Journal for Academic Development, 14(1):5-18, 2009), and the majority of research studies in this field focus on activities in global North, resource-rich, institutional settings. Yet academics in resource-poor, [post-] conflict and post-colonial contexts face different challenges and circumstances, and have different academic development needs. This paper extends the conceptual and contextual scope of this field by investigating the experiences and academic development needs of Syrian academics in exile, and interrogating the concept of academic development within that context. It establishes the background context of Syrian academia in exile, before summarising the nature and aims of the Council for At Risk Academics (Cara) Syria Programme. It then outlines the study's methodology, before presenting the findings of a thematic analysis of a multi-level data set. It then interrogates the concept and normative terrain of academic development in light of these findings, and proposes a model for academic community development to support academic communities in exile, and marginalised academic communities more widely.

TThere is little known about the experiences of Black women in schools of social work, specifically those situated within research-intensive (R-1) Carnegie-designated institutions. Experiences of imposter syndrome and authenticity often result in negative experiences and poor professional outcomes for Black women in academia. This study explores Black women social work faculty members’ sense of self through the prisms of imposter syndrome and authenticity. Social work is of particular interest in that it espouses a code of ethics and core values of service that if applied to the cultures within these schools, Black women may have more equitable experiences. This article presents qualitative findings from nine in-depth interviews with Black women faculty members at R-1 universities. Findings revealed that Black women faculty member’s experiences of imposter syndrome impacted many facets of their professional experiences from moments of paralysis to potentially unhealthy over-producti...

We invite you to imagine a landscape with hills and meandering pathways. As you look from your gentle mind's eye, you see not a static landscape, but one that is in movement, that has an energy, a flow, a momentum. As your eyes travel across this landscape you see single paths that interweave with others, where 'there' and 'here' intersect. As academic developers, over the past half century, we have helped to forge many pathways across this rugged landscape of higher education and have brought many academic colleagues along with us through our ongoing commitment to deep, caring, and immersive work (Bolander Laksov & Huijser, 2020; Gibbs, 2013; Knapper, 2003). At times, we go back across this already-traversed terrain to meet people where they are, working to ensure the sustainability of our work. Other times, we pause on this journey to revel in what is and to reflect on how far we have come. And yet, at other times, we envision what could be and plough boldly forward, guided by hope (McGowan & Felten, 2021), exploring new horizons that beckon us as we embrace, as Sutherland (2018) has suggested, 'the whole of the academic role', the 'whole of the institution', and the 'whole person' (pp. 261-262). Along the way, a key aspect of academic developers' success has been our valuing of supportive and facilitative approaches, working side-by-side with academic colleagues to build collaborative, community-orientated teaching and research cultures in which we embed our academic development work (Shagrir, 2017). At the same time, we have been increasingly asked to fill leadership roles, both within these communities and in our larger institutions. Are we, as Shelda Debowski (2014) asks, 'agents of change' or 'partners in arms'? We are challenged to stay 'part of' the collegial communities we are invited into and create, meeting faculty where they are at, partnering with them, and celebrating good work, while at the same time, we are increasingly tasked with achieving institutional directives or goals that may not completely align with the collaborative communities of which we consider ourselves to be a part (Sugrue et al., 2018). These challenges remind us of the complexity and intricacy of navigating the interconnected paths of identity, belongingness, and cultural membership inherent in each academic development initiative. Considered collectively, the articles in this issue capture these tensions in our academic development work and compel us to consider the positionalities we might, or must, take up as we move forward. Two articles draw our attention to an enduring need to nurture opportunities for individual teaching and learning development, despite previous and ongoing work in these areas (Gilmore, 2021; Sabourin, 2021). Yet other articles focus on a need for academic developers to build community groups to advance more process-oriented academic development initiatives (Kim et al., 2021; Turner et al., 2021). Finally, two articles beckon us to grow our academic developer identities and roles as cultural change agents within the university attending to the development of the whole

TThere is little known about the experiences of Black women in schools of social work, specifically those situated within research-intensive (R-1) Carnegie-designated institutions. Experiences of imposter syndrome and authenticity often result in negative experiences and poor professional outcomes for Black women in academia. This study explores Black women social work faculty members’ sense of self through the prisms of imposter syndrome and authenticity. Social work is of particular interest in that it espouses a code of ethics and core values of service that if applied to the cultures within these schools, Black women may have more equitable experiences. This article presents qualitative findings from nine in-depth interviews with Black women faculty members at R-1 universities. Findings revealed that Black women faculty member’s experiences of imposter syndrome impacted many facets of their professional experiences from moments of paralysis to potentially unhealthy over-producti...

Pass rates for social work licensure exams have dropped dramatically in recent years. While cultural test bias is well-documented, conventional educational approaches are inadequate for all learners of today. This article elaborates on the active ingredients and theory of change used to explain an innovative model of teaching and learning called MISSAL. MISSAL is an abbreviation for Meaningful Instruction, Social, Self-Regulated, and Active Learning. This learning intervention is in the third year of research and development. Drawing upon prior scholarly investigations on brain-based learning and various instructional strategies, the active ingredients of this framework are summarized. Using a sample of 12 undergraduate social work students, I examined to what extent the MISSAL approach facilitates short-and long-term knowledge retention and recall of acquired learning, successful exam performance, and learning gains among students enrolled in a content-intensive course. Findings of this preliminary investigation are hopeful. Implications for the higher education sector and future research are discussed.

The complexity of navigating change in the face of a pandemic was underscored in the previous editorial of IJAD (Huijser et al., 2020). As we compose this editorial, the pandemic's presence and its influence continue to manifest themselves. It is possible to detect some general patterns of change in the higher education landscape as a response to the pandemic, for instance, the sudden disruption to face-to-face teaching. However, we also recognise that these patterns belie a great diversity of responses to adopting and adapting to online and hybrid teaching by faculty members, various approaches to supporting teachers by academic developers, and differing institutional values and contexts within which all these activities occur. Recognising and honouring diversity in these complex scenarios of change may prevent us from too hastily embracing a 'one-size-fitsall' solution. Diversity has always been a thread in conversations about academic development. In the very first issue of IJAD, Brew and Boud (1996) drew academic developers' attention to the fact that 'university teachers are being appointed from a greater range of backgrounds and types of experience and performing an increasingly diverse range of roles' (p. 17). Because of this diversity, negotiation and flexibility are essential for academic developers, especially in communicating with teachers (Brew & Boud, 1996). Looking at the broader picture almost 15 years later, Taylor (2010) drew attention to the value of diverse national, institutional, and disciplinary contexts of academic development work and argued that academic development as 'a situated phenomenon' needs to vary its responses to these diverse contexts. Brew (2002) observed that academic developers have contributed to a broad set of areas, including policies, practices, strategies, student and teacher learning, institutional evaluation, action research on teaching practice, and inquiry into research methodologies. Academic development is not just influenced by the external environment but itself contains a rich diversity of conceptual lenses and research methods (Taylor, 2011). And most recently, IJAD published an article eloquently titled, '"The danger of a single story:" A reflection on institutional change, voices, identities, power, and outcomes' (Chng et al., 2019). In this article-a collation of the views expressed in the opening plenary of the International Consortium for Educational Development 2018 conference in Atlanta-the authors argue for the need to embrace diversity in ideologies, voices, and identities in academic development, especially when addressing change. As we read through the articles in this issue, we realised that many if not most of the aforementioned forms of diversity feature, and each of the articles in different ways highlights, these forms of diversity. Shephard, Rogers, and Brogt (2020) explore how academics understand the impact of engaging in teaching and learning research on their *All authors contributed equally to this editorial.

This paper explores the issue of what kind of evidence triggers changes in the teaching practice of Computer Science educators, and how educators evaluate the effectiveness of those changes. We interviewed 14 Computer Science instructors from three different institutions. Our study indicates that changes are mostly initiated from instructors' intuition, informal discussion with students, and anecdotal evidence.

Purpose: The purpose of this study was to check the effect of HRM practices (staffing practices, incentive practices and training programs) on the organization's performance. Design/methodology/approach: Quantitative study was conducted in banking sector of Pakistan. A sample of 150 bankers, from different banks of Sahiwal, was selected and surveyed through questionnaires with a response rate of 93%. Pearson Correlation and Regression were run to analyze the data Findings: Finding reveals that positive and significant relation exists between HRM practices (staffing practices, incentive practices and training programs) and the organization's performance. Research limitations/implications: The sample size was too short. This study can be replicated with a large sample size in similar sector or context or in other sectors. Effects of other independent variables e.g. information technology, performance appraisal, employee empowerment, compensation, job rotation and employee participation could also be used. Originality/value: Organizations ought to pay special attention to human resource management practices to increase their organization's performance. As HR practices plays an important role in organization's performance.

This article explicates and applies ideas of relationally reflexive inquiry (see Burnham, 2004 and Oliver, 2004) in the arena of death and bereavement. It defines relational reflexivity and examines the nature of the questions that can be used to induce a relationally reflexive exploration in a therapeutic setting. It develops fresh ways of working and shows how, in practice, these enhance the way we approach a therapeutic encounter. These concepts enable the authors to analyze and interpret postinterview relationally reflexive questions. The therapeutic focus is within a palliative care setting, using examples from the authors' own practice as systemic psychotherapists (while acknowledging that this methodology is useful in all therapeutic areas). The ideas presented in this paper are not new, but the way we have "interwoven" theoretical concepts has created innovative ways of working clinically, producing a theory-practice praxis. Sophie, a 40-year-old mother of three, was diagnosed with breast cancer in 2004. At the time of the diagnosis she was already in the terminal stages of her illness. Her youngest child, a baby girl, was born just eight weeks before Ana Draper and her colleague were asked to meet with Sophie and her husband, John, to talk about Sophie's illness and imminent death. The therapists tried to explain aspects of childhood loss to both parents in order to help them prepare their two older chil-20 1 This article uses the phrase "enabling new understandings" to denote the changes in perceptions, stories, belief and values that occur during the therapeutic process for both the therapist and the participant.

Indonesia also has a challenge to provide amount of employment and also economic opportunity for the population.Along ten years (2004-2014) the number of entrepreneurship has fluctuated, but tend to be slightly decreased (BPS, 2014). This study was aimed to: (1) measure difference effectiveness of three years entrepreneurship programs of TribhuwanaTunggadewi University based on its Gross Enrollment Rate (GER), (2) determine durability of students business in experiencing its first year of operation. (3) measures the critical point along the phase of entrepreneurship program in generating new business and (4) Comparing the GER of three years of entrepreneurship program.This study has using secondary data which collected from three years of Iptek Bagi Kewirausahaan programs. The programs were funded by Kementrian Riset dan Pendidikan Tinggi and conducted in UNITRI during 2015 to 2017.This study has reveal that in order to increase performance of entrepreneurship programs to deliver a significant number of new entrepreneur and new business, mentorship has played as one important significant factor.

The main objective of conducting this research
study is to investigate whether the students enrolled in grade 11 CSS
program at Francisco G. Nepomuceno Memorial High School
(FGNMHS) have similar difficulties in their academic engagement
owing to the lack of adequate ICT resources. Additionally, this study
aims to provide a comprehensive understanding of the potential
implications of ICT inadequacy on the academic engagement of
the students. Through this study, we intend to give
recommendations regarding lack of ICT resources and its impact. Based on the findings of the researchers, most of the
participants reported encountering negative experiences regarding
the inadequacy of ICT resources. Particularly, Participant F
highlighted that the inadequacy of ICT resources caused difficulty
in completing their tasks due to the need to share equipment with
other students leading to limited time allocations. After thorough analysis and considering the foregoing
findings and conclusion of the study, the following
recommendations are presented:
1. The teachers must group the students, same number as
the available ICT resources to have adequate time.
2. The students may do voluntary contribution to buy some
materials needed. The teachers may present a printed
image of the inadequate equipment and a video on how
to use the inadequate equipment so that the students can
still learn how to use the equipment.

After thorough analysis and considering the foregoing
findings and conclusion of the study, the following
recommendations are presented:
1. The teachers must group the students, same number as
the available ICT resources to have adequate time.
2. The students may do voluntary contribution to buy some
materials needed. The teachers may present a printed
image of the inadequate equipment and a video on how
to use the inadequate equipment so that the students can
still learn how to use the equipment.

This article explicates and applies ideas of relationally reflexive inquiry (see Burnham, 2004 and Oliver, 2004) in the arena of death and bereavement. It defines relational reflexivity and examines the nature of the questions that can be used to induce a relationally reflexive exploration in a therapeutic setting. It develops fresh ways of working and shows how, in practice, these enhance the way we approach a therapeutic encounter. These concepts enable the authors to analyze and interpret postinterview relationally reflexive questions. The therapeutic focus is within a palliative care setting, using examples from the authors' own practice as systemic psychotherapists (while acknowledging that this methodology is useful in all therapeutic areas). The ideas presented in this paper are not new, but the way we have "interwoven" theoretical concepts has created innovative ways of working clinically, producing a theory-practice praxis. Sophie, a 40-year-old mother of three, was diagnosed with breast cancer in 2004. At the time of the diagnosis she was already in the terminal stages of her illness. Her youngest child, a baby girl, was born just eight weeks before Ana Draper and her colleague were asked to meet with Sophie and her husband, John, to talk about Sophie's illness and imminent death. The therapists tried to explain aspects of childhood loss to both parents in order to help them prepare their two older chil-20 1 This article uses the phrase "enabling new understandings" to denote the changes in perceptions, stories, belief and values that occur during the therapeutic process for both the therapist and the participant.

Employee's job performance can be increased by providing competitive salary, rewards, promotion and Job security. These factors play essential role to enhance employee job performance. The aim of this study is to investigate the effect of compensation practices on job performance. A questionnaire survey conducted and data have been collected from 200 respondents who are working in different Public sector universities. SPSS has been used for data analysis and the analysis of the data has confirmed a positive relationship between compensation and job performance. Based on the result of this study, management of the public universities should be paid attention to the compensation to the employees, which would result in enhanced job performance. This study plays an essential role in persuading the policy makers to think over the factors which effect on employees job performance in public universities. The findings of this research are valuable, which can be useful for the organization in order to tackle such issues again.

There is little known about the experiences of Black women in schools of social work, specifically those situated within research-intensive (R-1) Carnegie-designated institutions. Experiences of imposter syndrome and authenticity often result in negative experiences and poor professional outcomes for Black women in academia. This study explores Black women social work faculty members' sense of self through the prisms of imposter syndrome and authenticity. Social work is of particular interest in that it espouses a code of ethics and core values of service that if applied to the cultures within these schools, Black women may have more equitable experiences. This article presents qualitative findings from nine in-depth interviews with Black women faculty members at R-1 universities. Findings revealed that Black women faculty member's experiences of imposter syndrome impacted many facets of their professional experiences from moments of paralysis to potentially unhealthy over-productivity. Findings also highlight Black women faculty members' concerns around their colleagues' professional and personal perceptions of them and this often prevented these women from presenting their authentic selves in academic settings. Despite these barriers, some women chose to remain authentic regardless of possible backlash in refusing to assimilate into the dominant White culture. Black women scholars cannot survive and thrive in social work education unless institutions build trust with these women by respecting their diverse backgrounds, racerelated research interests, and range of methodology.

Parte quinta-Coinvolgimento attivo degli studenti e Student Partnership Il diario anonimo collettivo: processi di narrazione di gruppo nella formazione in interpretazione Nora Gattiglia Il Peer-Tutoring durante il periodo di disorientamento da Covid-19: come favorire la socializzazione e la permanenza nel contesto accademico innovando le attività fra didattica ed orientamento al futuro.

This Research paper provides an overview of the importance of teacher training and professional development in the context of modern education in India. It highlights the evolving role of teachers in the Indian education landscape and emphasizes the significance of continuous professional development (CPD) and support for educators to effectively implement innovative teaching practices.

High performance work systems (HPWS) and their effect on firm performance is examined using a single holistic case study design in which the Total Strategic Resource Approach (TSRA) is used to measure the extent of HPWS implementation in a private Pakistani hospital. Using a mixed methodology case approach, it is discovered that Pakistan Hospital & Medical College (PHMC) has begun to implement aspects of an HPWS. Profound weaker human resource areas include information sharing and compensation although improvement is needed in all 12 HR practice areas. Firm performance was measured using perceptual measures of the organization’s employees, and it was determined that the HPWS does have a significantly positive effect on firm performance. The study was also designed to test the reliability of the TSRA for the Pakistani context given its unique cultural setting, and it was confirmed that the TSRA is a reliable model that future researchers can use in order to measure the extent of HPWS...

Employee's job performance can be increased by providing competitive salary, rewards, promotion and Job security. These factors play essential role to enhance employee job performance. The aim of this study is to investigate the effect of compensation practices on job performance. A questionnaire survey conducted and data have been collected from 200 respondents who are working in different Public sector universities. SPSS has been used for data analysis and the analysis of the data has confirmed a positive relationship between compensation and job performance. Based on the result of this study, management of the public universities should be paid attention to the compensation to the employees, which would result in enhanced job performance. This study plays an essential role in persuading the policy makers to think over the factors which effect on employees job performance in public universities. The findings of this research are valuable, which can be useful for the organization in order to tackle such issues again.

The use of adjunct faculty in higher education has become a widely discussed labor practice. The voices of adjuncts are largely absent in this inquiry and advocacy, an absence which wrongly suggests adjuncts a lack voice or of agency. In the first part of this piece, I argue that adjuncts should contribute to their field of inquiry to destabilize the notions of contingent instructional workers as mere classroom proctors, in need of others’ advocacy. In the second part, I relate episodes of adjuncts disregarded and embraced on their campuses. Stemming from years of teaching in higher education and adjunct organizing, this piece is written from an adjunct perspective, exploring the disregard and embrace adjuncts encounter in their institutional lives. Following Foucault's exercises of the self as part of a philosophical life, I call the academic productions of adjuncts “gleaning,” an exercise taken on by professors that enacts a philosophical project in the face of de-professionalization and precaritization. This critical and ethical intervention counterbalances managerial practices that dismiss adjunct labor and normalize the process of dismissal. Adjunct gleaning, I conclude, may never transform the two-tiered instructional system, though their cultural and intellectual production will hamper efforts to dismiss adjuncts’ presence and catalog them as agents of precarious survival.

Objectives
Interprofessional collaboration and effective teamwork remain variable in healthcare organizations. Interprofessional bias, assumptions, and conflicts limit the capacity of healthcare teams to leverage the expertise of their members to meet growing complexities of patient needs and optimize healthcare outcomes. We aimed to understand how a longitudinal faculty development program, designed to optimize interprofessional learning, influenced its participants in their interprofessional roles.
Design 
In this qualitative study, using a constructivist grounded theory approach, we analyzed participants’ anonymous narrative responses to open-ended questions about specific knowledge, insights, and skills acquired during our interprofessional longitudinal faculty development program, and applications of this learning to teaching and practice.
Setting
Five university-based academic health centers across the US.
Participants
Interprofessional faculty/clinician leaders from at least three different professions completed small group-based faculty development programs over nine months (18 sessions). Site leaders selected participants from applicants forecast as future leaders of interprofessional collaboration and education.
Interventions
Completion of a longitudinal interprofessional faculty development program designed to enhance leadership, teamwork, self-knowledge, and communication.
Results
Twenty-six program participants provided 52 narratives for analysis.  Relationships and relational learning were the overarching themes. From the underlying themes, we developed a summary of relational competencies identified at each of three learning levels:
(1) Intrapersonal (within oneself): reflective capacity/self-awareness, becoming aware of biases, empathy for self, and mindfulness.
(2) Interpersonal (interacting with others): listening, understanding others’ perspectives, appreciation and respect for colleagues, and empathy for others.
(3) Systems-level (interacting within organization): resilience, conflict engagement, team dynamics, and utilization of colleagues as resources.
Conclusions
Our faculty development program for interprofessional faculty leaders at five US academic health centers achieved relational learning with attitudinal changes that can enhance collaboration with others. We observed meaningful changes in participants with decreased biases, increased self- reflection, empathy and understanding of others’ perspectives, and enhanced interprofessional teamwork.

This chapter describes a curriculum review framework that fosters continuous assessment through collaboration with multiple stakeholders, alignment with program level learning outcomes, evaluation based on multiple sources of evidence, and facilitated development of action plans to improve student learning.