Academic/faculty Development

Patients belonging to some racial, ethnic, and socioeconomic groups are at risk of receiving suboptimal pain management. This study identifies health care provider attitudes, knowledge, and practices regarding the treatment of chronic pain in vulnerable patient populations and assesses whether a certified continuing medical education (CME) intervention can improve knowledge in this area. Survey responses revealed several knowledge gaps, including a lack of knowledge that the undertreatment of pain is more common in minority patients than others. Respondents identified language barriers, miscommunication, fear of medication diversion, and financial barriers as major obstacles to optimal pain management for this patient population. Participants who completed a CME-certified activity on pain management disparities demonstrated increased confidence in caring for disadvantaged patients, but only 1 of 3 knowledge items improved. Understanding clinician factors that underlie suboptimal pain management is necessary to develop effective strategies to overcome disparities and improve quality of care for patients with chronic pain.

This study examines the perception of existence of HPWS and its effect on academic faculty organizational Commitment. The study based on 20 public sector university of China and 23 public universities of Pakistan. First, we find positive perception of HPWS among academic faculty in universities of China and Pakistan that endorse the generalizability of western style of HPWS in Asian countries. Second, we find strong and positive relationship with HPWS and organizational commitment that support social exchange behaviour in organization to implement HPWS and shape employees positive attitude. This study also explains the importance of contingency perspective to implement HPWS.

The Transformative Education/al Studies project (TES) is a three-year, funded project led by researchers from three universities: a university of technology, a research-intensive university, and a rural comprehensive university. The project participants are academic staff members who are pursuing Masters and Doctoral studies and their supervisors. These participants, all engaged in self-study of their practice in Higher Education, form an inter-institutional, trans-disciplinary learning community.
TES aims to enhance and study the development of self-reflexive pedagogic, research and supervision capacity among these participants. In this article, we make public our learning thus far about supporting an emerging postgraduate research learning community involving academic staff working and studying in three very different university contexts. The data sources comprise digital logbooks kept by participants, workshop evaluations, and the researchers‟ personal reflections and communications. Our analysis contributes to a body of academic work that explores how collaborative and social approaches to scholarship can enhance research capacity, productivity and quality in Higher Education. The conceptual underpinning of the article is that of reflexive Ubuntu, which demands a consciousness of our developing 'selves' as researchers and supervisors and of our interrelationships with other people.

Background. It is well established that handwriting fluency constrains writing quality by limiting resources for higher order processes such as planning and reviewing. According to the ‘simple view of writing’ then slow keyboarding speed should hinder
the quality of keyboarded essay compositions in the same way that slow handwriting hinders handwritten essay compositions. Given a lack of touch-typing instruction in UK schools it was hypothesized that children’s written compositions produced via the keyboard would be worse than produced by hand.
Aims. To extend the work of Christensen (2004) and Rogers and Case-Smith (2002) by examining the relationship between handwriting fluency and keyboarding fluency throughout the primary school and studying the link between word-processed
compositional quality and keyboarding fluency.
Samples and methods. The handwriting fluency and keyboarding fluency of 300 children in primary school were measured. Year 5 and year 6 children completed a measure of compositional quality by hand and by keyboard.
Results and comment. There was a high correlation between handwriting and keyboarding speed and handwriting speed was consistently faster than keyboarding speed across all ages. Only a small minority of children in years 5 and 6 had faster keyboarding than handwriting speed. Results showed that children’s compositional quality was superior in the handwritten scripts as opposed to the keyboarded scripts. Keyboarded scripts were up to 2 years behind handwritten scripts in development. Writing by keyboard does not necessarily lead to improvements in script quality, compared with handwritten scripts. Explicit keyboarding instruction (touch-typing) is needed to develop keyboarding fluency and unlock the full potential of the word processor for children’s writing.

Innovative tools and teaching practices often fail to be adopted by educators in the field, despite
evidence of their effectiveness. Naïve models of educational change assume this lack of adoption arises from failure to properly disseminate promising work, but evidence suggests that dissemination via publication is simply not effective. Instead of studying the adoption or rejection of a particular intervention, this paper turns the problem around. We asked educators to describe
changes they had made to their teaching practice and analyzed the resulting stories to learn more about: the kinds of changes being made, their motivations for changing their practice, and the means by which they learned of pedagogical innovations. Of the 99 change stories analyzed, only three demonstrate an active search for new practices or materials on the part of teachers, and published materials were consulted in just eight of the stories. Most of the changes occurred locally, without input from outside sources, or involved only personal interaction with other educators. These results have important implications for educational developers, or researchers wishing to propagate information about new teaching materials or techniques.

For use by the Visual Arts at Research-1/RUVH Universities when the need arises to present "Creative Activity" in terms more easily understood by other research scholars. I created this for a university art department at which I'm assisting with a faculty development seminar on 01-08-2018. If you should use this, please drop me a note!

Junior faculty face greater challenges as a result of time constraints and administrative duties, which may impact their quest for tenure and promotion. Faculty may feel overwhelmed and frustrated by their countless responsibilities, including administrative duties, while tenure and promotion guidelines and requirements appear to be increasing. Using an electronic mailing list populated primarily with social work educators, this Web-based survey explored the perceptions of social work junior faculty regarding their willingness to engage in scholarly activities and their workload demands. The purpose of this mixed method study was to explore the perceptions of untenured and recently tenured social work faculty (n=97) about scholarship expectations, their desires for producing scholarship, and their perceptions about tenure and promotion expectations. The study explored perceived barriers to producing scholarship vis-á-vis workload expectations. The results of the study and strategies for meeting scholarship demands are presented.

Trends in student persistence and retention capture the attention of academic administrators, but it is in each faculty member's classroom where the greatest opportunity for supporting students' success occurs. This guide presents strategies that every faculty member can implement to fuel their students' educational attainment.

Opportunities to develop the productive sector in the agricultural sector in eastern Indonesia is one of the drivers o f entrepreneurship in the provision of student materials from eastern Indonesia, which aims for the prosperity and welfare of local communities, which are the responsibility of every scholar who came from Eastern Indonesia. In UNITRI curriculum development plan, entrepreneurship as a compulsory subject more specific to the field and science groups. This subject will be taken by all students of science group and integrated with other courses in their curriculum courses in UNITRI. UNITRI trying to take advant age of development opportunities through programs Entrepreneurship Development from DIKTI , with the hope will be able to increase the effectiveness of achieving the vision and mission UNITRI. The purpose of the activity field Agribusiness Entrepreneurship Lecture at the Tribhuwana Tunggadewi University were p roviding insights into the concept of entrepreneurship and entrepreneurs, how to start entrepreneurship and entrepreneurial finance, the role of ntrepreneurship, entrepreneurial process, the identification of various types and how to start self - employment, entrepreneurial opportunities for potential areas of Agribusiness and productive, and the motivation and courage to jump on the student Agribusiness Entrepreneurial activity. Learning methods used in the Agribusiness Entrepreneurship Lecture activities, includes some combination of learning methods are lecture, discussion, Project Based Learning, Student Centered Learning, and comparison / Role Play, and Initiation.

Historically, the psychotherapies have subscribed to an idea that the spoken word is the first language of psychotherapy. This idea has influenced my practice but work with Susan challenged this prejudice. We have worked together to find ways of using writing to communicate things which were not finding their way into spoken language. This paper shares some stories from our written and spoken conversations. Susan and I reflect on the place of writing in our work and talk about the experience of reading each other’s writing. In this paper, I propose that writing and reading are relational practices. I suggest the reflexive movement in these activities both anticipates and shapes the responses between self and other when while reading the writings to the writer-as-listener. In preparing and presenting these writings and reflections  from within and about our conversations, I hope to create some coherence with a dialogical collaborative style of working and propose writing as a form of systemic practice and systemic inquiry.

This presentation provides an overview of the rationale for academic promotions, a tradition which is relatively unique to the global higher education sector, and the best way for candidates to approach their application in terms of evidencing and contextualising their research, teaching and service.

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.

25 years of accomplishments and challenges in academic development-where to next? This issue of IJAD marks 25 years of volumes on a range of topics within academic development. In celebrating this milestone, we explore some of the journal's accomplishments since 1996, when the first volume was completed, and we identify ongoing challenges that we expect will continue to be explored in the next 25 years. Additionally, IJAD will offer its readers an extended anniversary issue in 2021, with a focus on conversations in academic development. To begin this retrospective, we return to the first five volumes of IJAD (1996-2000) to get a sense of the topics of interest at the time, papers' theoretical grounding, approaches taken, and the contexts of the authors' academic activity.

On December 1, 2011, the full professors at Claremont School of Theology unanimously recommended two of my colleagues and me for tenure.  Provided that the Board of Trustees approves their recommendation and two extremes never come to pass (either “financial exigency” compels my institution to start laying off people willy-nilly or I do something professionally or morally egregious enough to be dismissed “for cause”), I now have a job for life! :)

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...

Since a growing number of universities have adopted e-learning or blended solutions, faculty development is increasingly seen as a crucial strategy to prepare faculty members for innovative teaching practices. However, a number of barriers prevent faculty from attending training programmes, including scheduling and logistic constraints. Offering a flexible online format for training should provide opportunities to fit user needs better. In this regard, while literature exists on on-site interventions, studies on self-paced online courses are still limited. This paper presents a self-paced online programme for faculty development on e-learning, and explores its correspondence with users' needs. The contribution starts with an examination of the literature and an explanation of the design strategies adopted for the programme. It then presents the methods used and analyses the main findings. The results show that, depending on their levels of experience and motivation, users demonstrated diverse patterns of use with regard to the contents and activities selected. From this point of view, the results confirm the importance of adopting design approaches based on self-paced principles. Sommario Dato il numero crescente di università che hanno adottato soluzioni e-learning o blended, lo sviluppo professionale degli accademici viene considerato sempre più come una strategia fondamentale per innovare le pratiche didattiche dei docenti. Tuttavia, numerose barriere, tra cui i vincoli spazio-temporali, impediscono ai docenti di frequentare programmi di formazione. Un formato online flessibile dovrebbe adattarsi meglio alle esigenze degli utenti. A questo proposito, sebbene esista una letteratura sugli interventi in presenza, gli studi sui corsi online self-paced sono ancora limitati. Questo articolo presenta un corso online self-paced per lo sviluppo professionale dei docenti sull'e-learning e ne esplora la corrispondenza con i bisogni degli utenti. Si apre con un esame della letteratura e una spiegazione delle strategie progettuali adottate. Illustra poi i metodi utilizzati e l'analisi dei dati raccolti. I risultati mostrano che, a seconda dei livelli di esperienza e di motivazione, gli utenti manifestano modelli diversi di uso dei contenuti e delle attività selezionate. In tal senso essi confermano l'importanza di adottare approcci progettuali basati su principi self-paced.

"This study reports on the steering of a self-access learning center in a Japanese university by its “middle management” committee over the first years of its operation. Middle management practice was informed by an ethnographic archive of various facets of center use, particularly concerning
language policy and curriculum integration, issues about which the archive reveals considerable shifts in stakeholder views over time. It is argued that this evidence-based middle management style has been an effective, but sometimes limited, means in decision-making as it succeeds in placing research at the center of middle management activity, not at its periphery.
Keywords: evidence-based; middle management; self-access; ethnographic archive; Japan
"

Este escrito presenta el uso de técnicas de Análisis Factorial Confirmatorio (CFA), como una nueva aproximación al problema de la medición de la producción académica de profesores universitarios. Para este propósito se usa como ejemplo ilustrativo el caso de la producción académica entre 1997-1998 de 513 profesores del área de psicología de universidades Norteamericanas. A partir del análisis presentado es posible identificar tres variables latentes para describir la productividad de la muestra: tasa de producción individual, tasa de producción colectiva y probabilidad de inflación. Los resultados sugieren la necesidad de aproximaciones novedosas a las políticas de medición y fomento de la producción académica, orientadas no sólo a aumentar las tasas de producción, sino a disminuir la probabilidad de inflación.

The article proposes the use of Confirmatory Factor Analysis techniques as a new approach to the measurement problem of faculty productivity. For this purpose, the author uses an analysis of scholarly productivity with data of 513 professors in the field of psychology in North America, between 1997 and 1998. Based in this analysis it is possible to identify three latent variables that describe the productivity of the sample: one factor that captures the inflation of all the observed variables, one factor that measures individual productivity and a factor that measures the joint productivity of faculty members. The findings suggest the need of novel approaches to policies for measurement and support of faculty productivity. These policies should be oriented not only to increase the productivity rates but also to decrease the probability of inflation.

A questionnaire about how academic performance is evaluated and the importance of teaching and research was completed by 265 faculty at a UK research university. Factor analysis followed by t-tests showed that male faculty had a more realistic understanding of how their research is evaluated, rate the importance of research to their careers more highly, and are more likely than women to work over hours through choice. Women faculty are more likely than men to work over hours because of teaching workload and rate the importance of a teaching qualification more highly, despite giving similar ratings as men to the importance of teaching to their career. The implications for differential rates of promotion are discussed.

The DEHub Virtual Worlds Working Group (VWWG) consists of Australian and New Zealand higher education academics investigating the role that virtual worlds (VWs) play in the future of education. A sub group of the VWWG that includes Higher Degree Research (HDR) students and supervisors have been meeting regularly in the VW of second life. Many of these HDR students are the only student within their institution researching VWs. In many ways they lack the peer support that is so important to facilitate an expedient and successful completion of PhD candidates’ dissertations. Through the regular VW meetings the HDR VW group have overcome the isolation of working alone and have developed a strong collegial network that extends beyond their individual institutions. These students and supervisors represent a cross section of researchers who are using VWs as a vital resource for their investigations, collegial networking and student-supervisor communication. Meeting with like-minded HDR stud...