CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: faculty scholarship</title> <meta name="description" content="Search results for: faculty scholarship"> <meta name="keywords" content="faculty scholarship"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="faculty scholarship" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="faculty scholarship"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 959</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: faculty scholarship</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">959</span> Going Viral: Constructively Aligning the Use of Digital Video to Effectively Support Faculty Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This review article, which is a synthesis of the relevant research literature, focuses on the capabilities of digital video to support, facilitate and enhance faculty development. Based on the literature review, faculty development (i.e., academic or educational development) requires the continued adoption of cohesive, theoretical frameworks to guide research and practice; incorporation of relevant tools from analogous fields, such as teacher professional development; systematic program evaluations; and detailed descriptions of practice to further practice and creative development. A cohesive, five-heuristic framework is subsequently outlined to inform the design and evaluation of the use of digital video, so as to address the barriers to advancing faculty development, as identified through the literature review. Alternative impact evaluation approaches are also described, while the limitations of using digital video for faculty development are highlighted. This paper is therefore conceived as one way to meaningfully leverage the educational affordances of digital video to address some lingering gaps in faculty development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20video" title="digital video">digital video</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%2Feducational%20development" title=" faculty/educational development"> faculty/educational development</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship%20of%20teaching%20and%20learning%20%28SoTL%29" title=" scholarship of teaching and learning (SoTL)"> scholarship of teaching and learning (SoTL)</a> </p> <a href="https://publications.waset.org/abstracts/51184/going-viral-constructively-aligning-the-use-of-digital-video-to-effectively-support-faculty-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">958</span> Open Minds but Closed Access: Why Are There so Few Gold Open Access LIS Journals And Why Are so Many Librarians Unwilling to Unlock Their Scholarship?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Baker">Sarah Baker</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayati%20Chaudhuri"> Jayati Chaudhuri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Librarians have embraced the open access movement in all disciplines but their own. They are strong advocates on college campuses and curate institutional repositories, yet there are surprisingly few open access LIS journals. Presenters evaluated the open access availability of library and information science literature. After analyzing the top 100 library science journals (the top 50 journals from Scimago and JCR) and finding very few gold open access journals, they then investigated the availability of open access articles from the top 10 closed access journals. Presenters would like to generate a conversation on what type of proactive approach librarians can take to increase open access to literature within our discipline. Librarians like their colleagues in other disciplines are not motivated to submit their articles to their institutional repositories. Presenters have found a similar reluctance from their fellow colleagues regarding open access initiatives on campus. Presenters will describe Open Access Week activities as part of a campus-wide initiative and share some faculty comments, concerns, and misconceptions that came up as a part of this dialog. Presenters will discuss their personal experiences providing access to faculty publications through the California State University Los Angeles institutional repository. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship" title="faculty scholarship">faculty scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20repositories" title=" institutional repositories"> institutional repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20and%20information%20science%20journals" title=" library and information science journals"> library and information science journals</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20access" title=" open access"> open access</a> </p> <a href="https://publications.waset.org/abstracts/26157/open-minds-but-closed-access-why-are-there-so-few-gold-open-access-lis-journals-and-why-are-so-many-librarians-unwilling-to-unlock-their-scholarship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">957</span> Scoping Review of the Barriers and Facilitators to Enabling Scholarly Activity within Canadian Schools of Nursing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christa%20Siminiuk">Christa Siminiuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Morgan%20Yates"> Morgan Yates</a>, <a href="https://publications.waset.org/abstracts/search?q=Paramita%20Banerjee"> Paramita Banerjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Alison%20%20Curtis"> Alison Curtis</a>, <a href="https://publications.waset.org/abstracts/search?q=Lysbeth%20Cuanda"> Lysbeth Cuanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This review looked at current evidence regarding barriers and facilitators to nursing scholarship within the content of Canadian Schools of Nursing. Nursing scholarship mainly referred to research, though other activities as described by Boyer’s Model were also discussed. This scoping review was done to assist the Langara School of Nursing in developing an evidenced-based plan to enhance scholarly work among its faculty members. The scoping review identified 10 articles which detailed barriers and facilitators in both Canadian and international contexts. Barriers and facilitators in these articles were extracted and they were also critically appraised. The identified barriers and facilitators fell into three main areas; personal attributes, facility factors and system challenges. The three area will be discussed further in the presentation as well as strategies identified to overcome these barriers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers" title="barriers">barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education"> nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a> </p> <a href="https://publications.waset.org/abstracts/86077/scoping-review-of-the-barriers-and-facilitators-to-enabling-scholarly-activity-within-canadian-schools-of-nursing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">956</span> Faculty Work-Life Engagement: A Survey about Teaching during and after Covid-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Holly%20A.%20Rick">Holly A. Rick</a>, <a href="https://publications.waset.org/abstracts/search?q=Melissa%20McCartney"> Melissa McCartney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of faculty has changed from the impact of Covid-19. Universities are changing faculty expectations. There is a changes in faculty workloads, and shift in how faculty work within a university. The research will identify areas where faculty are satisfied with their work, areas they would like their organizations to change, and how the faculty life is impacted by outside university obligations. A survey to obtain work-life balance, teaching responsibilities, and how a faculty’s personal life impacts their ability to work at their organization was conducted. The results of this research will identify areas where faculty have opportunities to engage in teaching, to balance their work life, and where organizations can change to support their faculty. Different ways of teaching including hyflex and other multimodal models will allow for faculty to engage in their teaching practice, professional development, and begin to establish work-life balance activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20engagement" title="faculty engagement">faculty engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20responsibilities" title=" faculty responsibilities"> faculty responsibilities</a>, <a href="https://publications.waset.org/abstracts/search?q=HyFlex" title=" HyFlex"> HyFlex</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=work-life%20balance" title=" work-life balance"> work-life balance</a> </p> <a href="https://publications.waset.org/abstracts/128395/faculty-work-life-engagement-a-survey-about-teaching-during-and-after-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">955</span> Improving Graduate Student Writing Skills: Best Practices and Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20Sundvall">Jamie Sundvall</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Jennings"> Lisa Jennings</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A decline in writing skills and abilities of students entering graduate school has become a focus for university systems within the United States. This decline has become a national trend that requires reflection on the intervention strategies used to address the deficit and unintended consequences as outcomes in the profession. Social work faculty is challenged to increase written scholarship within the academic setting. However, when a large number of students in each course have writing deficits, there is a shift from focus on content, ability to demonstrate competency, and application of core social work concepts. This qualitative study focuses on the experiences of online faculty who support increasing scholarship through writing and are following best practices preparing students academically to see improvements in written presentation in classroom work. This study outlines best practices to improve written academic presentation, especially in an online setting. The research also highlights how a student’s ability to show competency and application of concepts may be overlooked in the online setting. This can lead to new social workers who are prepared academically, but may unable to effectively advocate and document thought presentation in their writing. The intended progression of writing across all levels of higher education moves from summary, to application, and into abstract problem solving. Initial findings indicate that it is important to reflect on practices used to address writing deficits in terms of academic writing, competency, and application. It is equally important to reflect on how these methods of intervention impact a student post-graduation. Specifically, for faculty, it is valuable to assess a social worker’s ability to engage in continuity of documentation and advocacy at micro, mezzo, macro, and international levels of practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intervention" title="intervention">intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20impact" title=" professional impact"> professional impact</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/96366/improving-graduate-student-writing-skills-best-practices-and-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">954</span> Using Data Mining Technique for Scholarship Disbursement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20K.%20Alhassan">J. K. Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20Lawal"> S. A. Lawal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is on decision tree-based classification for the disbursement of scholarship. Tree-based data mining classification technique is used in other to determine the generic rule to be used to disburse the scholarship. The system based on the defined rules from the tree is able to determine the class (status) to which an applicant shall belong whether Granted or Not Granted. The applicants that fall to the class of granted denote a successful acquirement of scholarship while those in not granted class are unsuccessful in the scheme. An algorithm that can be used to classify the applicants based on the rules from tree-based classification was also developed. The tree-based classification is adopted because of its efficiency, effectiveness, and easy to comprehend features. The system was tested with the data of National Information Technology Development Agency (NITDA) Abuja, a Parastatal of Federal Ministry of Communication Technology that is mandated to develop and regulate information technology in Nigeria. The system was found working according to the specification. It is therefore recommended for all scholarship disbursement organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classification" title="classification">classification</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20tree" title=" decision tree"> decision tree</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship" title=" scholarship"> scholarship</a> </p> <a href="https://publications.waset.org/abstracts/30987/using-data-mining-technique-for-scholarship-disbursement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">953</span> Role of Consultancy in Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Nalina">V. Nalina</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Jayarekha"> P. Jayarekha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Consultancy by an engineering faculty member of an institution undertakes consulting assignments to provide professional or technical solutions to specific fields. Consulting is providing an opportunity for the engineering faculty to share their insights for the real world problems. It is a dynamic learning process with respect to students and faculty as it increases the teaching and research activities. In this paper, we discuss the need for consultancy in engineering education with faculty contribution towards consultancy and advantages of consultancy to institutions. Balance the workload of the faculty consulting with the responsibilities of academics defined by the universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consultancy" title="consultancy">consultancy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20consulting" title=" academic consulting"> academic consulting</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20consultancy" title=" engineering consultancy"> engineering consultancy</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20consulting" title=" faculty consulting"> faculty consulting</a> </p> <a href="https://publications.waset.org/abstracts/19453/role-of-consultancy-in-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">952</span> Presidential Interactions with Faculty Senates: Expectations and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20T.%20Miller">Michael T. Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20David%20Gearhart"> G. David Gearhart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Shared governance is an important element in higher education decision making. Through the joint decision making process, faculty members are provided an opportunity to help shape the future of an institution while increasing support for decisions that are made. Presidents, those leaders who are legally bound to guide their institutions, must find ways to collaborate effectively with faculty members in making decisions, and the first step in this process is understanding when and how presidents and faculty leaders interact. In the current study, a national sample of college presidents reported their preparation for the presidency, their perceptions of the functions of a faculty senate, and ultimately, the locations for important interactions between presidents and faculty senates. Results indicated that presidents, regardless of their preparation, found official functions to be the most important for communicating, although, those presidents with academic backgrounds were more likely to perceive faculty senates as having a role in all aspects of an institutions management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20faculty" title="college faculty">college faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20president" title=" college president"> college president</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20senate" title=" faculty senate"> faculty senate</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/136514/presidential-interactions-with-faculty-senates-expectations-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">951</span> The Imperative for Disability Studies as an Independent Area of Enquiry in Indian Academia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20Ghai">Anita Ghai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper explores the imperative to establish disability studies as an independent area of academic inquiry in India through the establishment of specific programmes in disability studies. The case study of the efforts made by the Ambedkar University, Delhi, to develop such programs and courses shall be used to substantiate this imperative as well as to explore some of the challenges entailed. The paper shall explore the certain extent aspects of relevant scholarship in the area of disability studies in India today and critically reflect on the perspectives of disability in this scholarship. The study of disability in India has hitherto been the prerogative of special education, rehabilitation psychology, and social work departments. While instances of these departments adopting critical approaches to disability can be identified, their empirical focus has perpetuated the production of disability as the site of suffering and oppression. The complex cultural, phenomenological, historical and economic discourses within which disability is embedded can be better captured within distinctive programmes that have disability sui generis as their focus. Such programs would foreground disability as an epistemology, which universalizes the study of disability from disabled people alone to an analysis of various other groups who have been historically marginalized. It will also play an important role in recuperating disability from a state of alterity. The interdisciplinary nature of disability studies offers an opportunity to integrate perspectives from the humanities and the social sciences in the proposed programs. Some of the challenges or rather aspects of reflection that emerge in the course of developing these programs are the criteria for determining the suitability of faculty to teach these programs and the challenges in identifying faculty and in addressing any apprehensions about career prospects that prospective students might have. The manner in which these concerns are being addressed through the collaboration of expertise as well as through the interdisciplinary and flexible nature of the program shall be addressed in the course of the paper. In conclusion, the paper shall foreground the need for disability studies programs in India, the re-appropriation of existing scholarship in the process of formulation these programs, emerging concerns and the manner in which these concerns will be addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academia" title="academia">academia</a>, <a href="https://publications.waset.org/abstracts/search?q=disability%20studies" title=" disability studies"> disability studies</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology" title=" epistemology"> epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/96269/the-imperative-for-disability-studies-as-an-independent-area-of-enquiry-in-indian-academia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96269.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">950</span> Satisfaction in Supreme Financial Disbursement in the Faculty of Science and Technology, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adisai%20Thovicha">Adisai Thovicha</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiranan%20Pattaphong"> Jiranan Pattaphong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to study the satisfaction of the disbursement of the Faculty of Science and Technology, Suan Sunandha Rajabhat University. The sample of this study consisted of 98 participants who are faculty members and staff of the Faculty of Science and Technology. Sample was drawn by systematic random sampling technique. Questionnaire was used to collect data. Analysis involves frequency, percentage, mean and standard deviation. It was found that: (1) Most of the 98 faculty members and staff are female, aged between 31-40 years and they have been working at the university for 1-5 years. (2) The satisfaction level of the disbursement of the Faculty of Science and Technology, Suan Sunandha Rajabhat University is high. When each aspect is considered, the satisfaction level of faculty members and staff of the Faculty of Science and Technology is high in service providing staff, process and facilitation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20of%20disbursement" title="satisfaction of disbursement">satisfaction of disbursement</a>, <a href="https://publications.waset.org/abstracts/search?q=petition%20financing" title=" petition financing"> petition financing</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20members" title=" faculty members"> faculty members</a>, <a href="https://publications.waset.org/abstracts/search?q=staff" title=" staff"> staff</a> </p> <a href="https://publications.waset.org/abstracts/11738/satisfaction-in-supreme-financial-disbursement-in-the-faculty-of-science-and-technology-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">949</span> The Effectiveness of Lesson Study via Learning Communities in Increasing Instructional Self-Efficacy of Beginning Special Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20D.%20Hampton">David D. Hampton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lesson study is used as an instructional technique to promote both student and faculty learning. However, little is known about the usefulness of learning communities in supporting results of lesson study on the self-efficacy and development for tenure-track faculty. This study investigated the impact of participation in a lesson study learning community on 34 new faculty members at a mid-size Midwestern University, specifically regarding implementing lesson study evaluations by new faculty on their reported self-efficacy. Results indicate that participation in a lesson study learning community significantly increased faculty members’ lesson study self-efficacy as well as grant and manuscript production over one academic year. Suggestions for future lesson study around faculty learning communities are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title="lesson study">lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study%20self-efficacy" title=" lesson study self-efficacy"> lesson study self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20faculty" title=" new faculty"> new faculty</a> </p> <a href="https://publications.waset.org/abstracts/132094/the-effectiveness-of-lesson-study-via-learning-communities-in-increasing-instructional-self-efficacy-of-beginning-special-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132094.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">948</span> Attitudes of Faculty Members Towards Inclusion of Students with Disability at Prince Sattam Bin Abdulaziz University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Alasim">Khalid Alasim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the attitudes of faculty members at Prince Sattam bin Abdulaziz University toward integrating students with disabilities. Additionally, this research examines the possible factors that might affect faculty members’ attitudes about the inclusion of students with disability; the factors include occupation, gender, college, the country in which the certificate was obtained, years of experience, previous experience in teaching students with disabilities, the presence of a family member with a disability, attending a program on teaching students with disabilities. The researcher used a survey to collect data and the study sample consisted of 102 faculty members at the university. The findings indicated an increase in the attitudes of faculty members at Prince Sattam bin Abdulaziz University towards the inclusion of students with disabilities in the university, while there is no effect for all study independents variables on the attitudes of faculty members, and there is no interaction between the variables as well. The study concluded with the importance of training and preparing faculty members to teach and deal with students with disabilities at the university level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitutes" title="attitutes">attitutes</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20members" title=" faculty members"> faculty members</a> </p> <a href="https://publications.waset.org/abstracts/166339/attitudes-of-faculty-members-towards-inclusion-of-students-with-disability-at-prince-sattam-bin-abdulaziz-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">947</span> Views of South African Academic Instructors to the Scholarship of Teaching and Learning in Anatomy Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lelika%20Lazarus">Lelika Lazarus</a>, <a href="https://publications.waset.org/abstracts/search?q=Reshma%20Sookrajh"> Reshma Sookrajh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kapil%20S.%20Satyapal"> Kapil S. Satyapal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reflecting on teaching is commonly cited as a fundamental practice for personal and professional development. Educational research into the scholarship of teaching and learning anatomy includes engaging in discipline specific literature on teaching, reflecting on individual teaching methods and communicating these findings to peers. The aim of this paper is to formally assess the opinions of senior anatomy instructors regarding the state of anatomical knowledge at their respective institutions. The context of the paper derives from ongoing debates about the perceived decline in standards of anatomical knowledge of medical students and postgraduate learners. An open ended questionnaire was devised consisting of eight direct questions seeking opinions on anatomy teaching, knowledge, and potential educational developments and general thoughts on the teaching of anatomy to medical students. These were distributed to senior anatomy Faculty (identified by the author by their affiliation with the Anatomical Society of Southern Africa) based at the eight national medical schools within the country. A number of key themes emerged. Most senior faculty felt that the standard of medical education at their respective institutions was ‘good.’. However, emphasis was also placed on the ‘quality of teaching’ incorporating clinical scenarios. There were also indications that staff are split into those that are keen to do research and those that are happy to provide teaching to medical students as their primary function. Several challenges were also highlighted such as time constraints within the medical curriculum, the lack of cadavers to reinforce knowledge and gain depth perception and lack of appropriately qualified staff. Recommendations included fostering partnerships with both clinicians and medical scientists into the anatomy curriculum thus improving teaching and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/72674/views-of-south-african-academic-instructors-to-the-scholarship-of-teaching-and-learning-in-anatomy-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">946</span> Abraham Ibn Ezra on the Torah’s Authorship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eran%20Viezel">Eran Viezel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical biblical scholarship emerged in the early modern period, yet scholars frequently search for precursors to it among medieval commentators who adopted critical positions—and many mention Abraham Ibn Ezra (Spain–England, 1089–1164/7) in this context. Indeed, in several places, Ibn Ezra claims that there are verses in the Torah that were added to it after the time of Moses; and some major thinkers and scholars in the early modern period (for example, Baruch Spinoza) were aware of these remarks and influenced by them. However, Ibn Ezra’s belief that the Torah includes verses added at a later time is not based on the considerations that led the founders of critical biblical scholarship to their conclusion that Moses did not write the Torah. Ibn Ezra’s positions on the question of the Torah’s authorship are an example of the fact that similarity in conclusions and even in interpretive methodology should not obscure the different interpretive and attitudinal points of departure that distinguish traditional biblical interpretation from a critical biblical scholarship. Ultimately, a chasm exists between the views of Ibn Ezra and those of critical thinkers such as Spinoza. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hebrew%20bible" title="hebrew bible">hebrew bible</a>, <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Ibn%20Ezra" title=" Abraham Ibn Ezra"> Abraham Ibn Ezra</a>, <a href="https://publications.waset.org/abstracts/search?q=exegesis" title=" exegesis"> exegesis</a>, <a href="https://publications.waset.org/abstracts/search?q=biblical%20scholarship" title=" biblical scholarship"> biblical scholarship</a> </p> <a href="https://publications.waset.org/abstracts/152419/abraham-ibn-ezra-on-the-torahs-authorship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">945</span> Each One, Reach One: Peer Mentoring Support for Faculty Women of Color</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teresa%20Leary%20Handy">Teresa Leary Handy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As awareness of the importance of diversity has increased in society, higher education has also begun to recognize the importance of supporting faculty of color. In the university setting, faculty women of color specifically encounter barriers that impact their level of job satisfaction, retention rates, and pedagogical practices. These barriers and challenges not only undermine faculty diversity efforts but also hinder the ability of colleges and universities to provide a supportive environment that fosters students' academic success and sense of belonging. Faculty who are marginalized and on the periphery in higher education institutions need support so that they can feel confident in building a student’s sense of belonging which can impact a student’s academic success and goal of earning a college degree. This study examined and sought to understand the importance of supporting faculty of color, specifically women faculty of color, and how this type of faculty support can impact student academic success and a student’s sense of belonging. The study furthered original research on strategies to move an institution forward on the equity spectrum to support belonging and inclusions as core culture elements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equity" title="equity">equity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20support" title=" faculty support"> faculty support</a> </p> <a href="https://publications.waset.org/abstracts/170668/each-one-reach-one-peer-mentoring-support-for-faculty-women-of-color" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">944</span> Psychological Capital as Pathways to Social Well-Being Among International Faculty in UAE: A Mediated-Moderated Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ejoke%20U.%20P.">Ejoke U. P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Smitha%20Dev."> Smitha Dev.</a>, <a href="https://publications.waset.org/abstracts/search?q=Madwuke%20Ann"> Madwuke Ann</a>, <a href="https://publications.waset.org/abstracts/search?q=DuPlessis%20E.%20D."> DuPlessis E. D.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examines the relationship between psychological capital (PsyCap) and social well-being among international faculty members in the United Arab Emirates (UAE). The UAE has become a significant destination for global academic talent, yet challenges related to social integration, acceptance, and overall well-being persist among its international faculty. The study focuses on the predictive role of PsyCap, encompassing hope, efficacy, resilience, and optimism, in determining various dimensions of social well-being, including social integration, acceptance, contribution, actualization, and coherence. Additionally, the research investigates the potential moderating or mediating effects of institutional support and Faculty Job-Status position on the relationship between PsyCap and social well-being. Through structural equation modeling, we found that institutional support mediated the positive relationship between PsyCap and SWB and the permanent Faculty job-status position type strengthens the relationship between PsyCap and SWB. Our findings uncover the pathways through which PsyCap influences the social well-being outcomes of international faculty in the UAE. The findings will contribute to the development of tailored interventions and support systems aimed at enhancing the integration experiences and overall well-being of international faculty within the UAE academic community. Thus, fostering a more inclusive and thriving academic environment in the UAE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20job-status" title="faculty job-status">faculty job-status</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional-faculty" title=" institutional-faculty"> institutional-faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title=" psychological capital"> psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20well-being" title=" social well-being"> social well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=UAE" title=" UAE"> UAE</a> </p> <a href="https://publications.waset.org/abstracts/184802/psychological-capital-as-pathways-to-social-well-being-among-international-faculty-in-uae-a-mediated-moderated-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">943</span> Improving the Emergency Medicine Teaching from the Perspective of Faculty Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin-Min%20Ge">Qin-Min Ge</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-Ming%20Pan"> Shu-Ming Pan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emergency clinicians usually get teaching qualification after graduating from medical universities without special faculty training in China mainland. Emergency departments are overcrowded places, with large numbers of patients suffering undifferentiated illness. In the field of emergency medicine (EM), improving the faculty competencies and developing the teaching skills are important for medical education, they could enhance learners outcomes and hence affect the patients prognosis indirectly. This article highlights the necessities of faculty training in EM, illustrates the qualities a good clinical educator should qualify, advances the skills as educators in an academic setting and discusses the ways to be good clinical teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emergency%20education" title="emergency education">emergency education</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20training" title=" faculty training"> faculty training</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20medicine" title=" emergency medicine"> emergency medicine</a> </p> <a href="https://publications.waset.org/abstracts/10119/improving-the-emergency-medicine-teaching-from-the-perspective-of-faculty-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">596</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">942</span> Students' Online Evaluation: Impact on the Polytechnic University of the Philippines Faculty's Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20C.%20Ambag">Silvia C. Ambag</a>, <a href="https://publications.waset.org/abstracts/search?q=Racidon%20P.%20Bernarte"> Racidon P. Bernarte</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacquelyn%20B.%20Buccahi"> Jacquelyn B. Buccahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessica%20R.%20Lacaron"> Jessica R. Lacaron</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlyn%20L.%20Mangulabnan"> Charlyn L. Mangulabnan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to answer the query, “What is the impact of Students Online Evaluation on PUP Faculty’s Performance?” The problem of the study was resolve through the objective of knowing the perceived impact of students’ online evaluation on PUP faculty’s performance. The objectives were carried through the application of quantitative research design and by conducting survey research method. The researchers utilized primary and secondary data. Primary data was gathered from the self-administered survey and secondary data was collected from the books, articles on both print-out and online materials and also other theses related study. Findings revealed that PUP faculty in general stated that students’ online evaluation made a highly positive impact on their performance based on their ‘Knowledge of Subject’ and ‘Teaching for Independent Learning’, giving a highest mean of 3.62 and 3.60 respectively., followed by the faculty’s performance which gained an overall means of 3.55 and 3.53 are based on their ‘Commitment’ and ‘Management of Learning’. From the findings, the researchers concluded that Students’ online evaluation made a ‘Highly Positive’ impact on PUP faculty’s performance based on all Four (4) areas. Furthermore, the study’s findings reveal that PUP faculty encountered many problems regarding the students’ online evaluation; the impact of the Students’ Online Evaluation is significant when it comes to the employment status of the faculty; and most of the PUP faculty recommends reviewing the PUP Online Survey for Faculty Evaluation for improvement. Hence, the researchers recommend the PUP Administration to revisit and revise the PUP Online Survey for Faculty Evaluation, specifically review the questions and make a set of questions that will be appropriate to the discipline or field of the faculty. Also, the administration should fully orient the students about the importance, purpose and impact of online faculty evaluation. And lastly, the researchers suggest the PUP Faculty to continue their positive performance and continue on being cooperative with the administrations’ purpose of addressing the students’ concerns and for the students, the researchers urged them to take the online faculty evaluation honestly and objectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=on-line%20Evaluation" title="on-line Evaluation">on-line Evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty" title=" faculty"> faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Polytechnic%20University%20of%20the%20Philippines%20%28PUP%29" title=" Polytechnic University of the Philippines (PUP)"> Polytechnic University of the Philippines (PUP)</a> </p> <a href="https://publications.waset.org/abstracts/48401/students-online-evaluation-impact-on-the-polytechnic-university-of-the-philippines-facultys-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">941</span> Analyzing the Technology Affecting on the Social Integration of Students at University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujit%20K.%20Basak">Sujit K. Basak</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Collin"> Simon Collin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine the technology access and use on the affecting social integration of local students at university. This aim is achieved by designing a structural equation modeling (SEM) in terms of integration with peers, integration with faculty, faculty support and on the other hand, examining the socio demographic impact on the technology access and use. The collected data were analyzed using the WarpPLS 5.0 software. This study was survey based and it was conducted at a public university in Canada. The results of the study indicated that technology has a strong impact on integration with faculty, faculty support, but technology does not have an impact on integration with peers. However, the social demographic has also an impact on the technology access and use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty" title="faculty">faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20access%20and%20use" title=" technology access and use"> technology access and use</a> </p> <a href="https://publications.waset.org/abstracts/47248/analyzing-the-technology-affecting-on-the-social-integration-of-students-at-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">940</span> Perceptions of Higher Education Online Learning Faculty in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noha%20Hamie%20Haidar">Noha Hamie Haidar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for the study examined the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used that employed multiple sources of information including semi-structured interviews and existing literature. The target population was AUL faculty including full-time instructors and administration (n=25). Data analysis was guided by the lens of Kanter’s theoretical approach, which focused on faculty’s awareness, desire, knowledge, ability, and reinforcement model (ADKAR) for adopting change. Key findings indicated negative impressions concerning online learning such as authority (ministry of education, culture, and rules); and change (increased enrollment and different teaching styles). Yet, within AUL’s academic environment, the opportunity for the adoption of online learning was identified; faculty showed positive elements, such as the competitive advantage to first enter the Lebanese Market, and higher student enrollment. These results may encourage AUL’s faculty to adopt online learning and to achieve a positive social change by expanding the ability of students in HEIs to compete globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty" title="faculty">faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning "> online learning </a> </p> <a href="https://publications.waset.org/abstracts/26365/perceptions-of-higher-education-online-learning-faculty-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">939</span> Factorial Validity for the Morale Sprit Scale: The Case for Physical Education Faculty Members at Jordanian Universities </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abedalbasit%20M.%20Abedalhafiz">Abedalbasit M. Abedalhafiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Aman%20Kasawneh"> Aman Kasawneh</a>, <a href="https://publications.waset.org/abstracts/search?q=Zyad%20Altahynah"> Zyad Altahynah</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Okor"> Ahmad Okor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine the construct validity of the morale sprit scale (MSS). Ninety faculty members from colleges of physical education at Jordanian universities were chosen to participate in this study. The design of this study was an ex-post facto. The MSS consists of (48) items that measure different dimensions of morale spirit among faculty members. Principle axis factoring with oblique rotation was utilized to uncover the underlying structure of the instrument. The findings revealed eight factor solution explaining (72.825%). Seven factors were accepted according to the conditions of accepting factors. The seven factors were named morale as reflection of faculty and department's administration, regulations and instructions, working environment and conditions, promotions and incentives and salaries, relations between the faculty member's, the trend toward the college and university, the trend toward self factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Factorial%20validity" title="Factorial validity">Factorial validity</a>, <a href="https://publications.waset.org/abstracts/search?q=morale%20sprit" title=" morale sprit"> morale sprit</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20members" title=" faculty members"> faculty members</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian%20Universities" title=" Jordanian Universities "> Jordanian Universities </a> </p> <a href="https://publications.waset.org/abstracts/31986/factorial-validity-for-the-morale-sprit-scale-the-case-for-physical-education-faculty-members-at-jordanian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31986.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">416</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">938</span> The Effect of Human Relation on Employee Performance at Faculty of Economics of Syiah Kuala University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yurnalis%20Usman">Yurnalis Usman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an organization, institution or enterprise, human resource is very important aspect since many human skills cannot be replaced by technology tools even though technology has advanced rapidly now. The relationship among people is very necessary to create a subordinate and leader relation in the assumption that human beings are creatures who have feeling, desires, needs, aspirations and ideas differing from one another. This study on human relation was conducted at the Faculty of Economics of UNSYIAH, Darussalam, Banda Aceh, while the research object is associated with human relations and employee performance in Faculty of Economics of UNSYIAH. To determine the extent of employee relations in Faculty of Economics with fellow employees or superiors, the employees are given some questions. The result shows that human relations influence the employee performance at Faculty of Economics UNSYIAH strongly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20relation" title="human relation">human relation</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20performance" title=" employee performance"> employee performance</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=Syiah%20Kuala" title=" Syiah Kuala"> Syiah Kuala</a> </p> <a href="https://publications.waset.org/abstracts/39429/the-effect-of-human-relation-on-employee-performance-at-faculty-of-economics-of-syiah-kuala-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39429.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">937</span> Customers’ Satisfaction of ASEAN Camp: A Camp to Provide Training and Knowledge to Faculty and Staff Members</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Wongleedee">Kevin Wongleedee</a>, <a href="https://publications.waset.org/abstracts/search?q=Atcharapun%20Daiporn"> Atcharapun Daiporn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper was aimed to examine the level of satisfaction of the faculty and staff members who participated in the ASEAN camp. The population of this study included all the faculty and staff members who participated in the activities of the ASEAN camp during January 2014. Based on 106 faculty and staff members who answered the questionnaire, the data were complied by using SPSS. Mean and standard deviation were utilized in analyzing the data. The findings revealed that the average mean of satisfaction was 4.16, and standard deviation was 0.6634. Moreover, the mean average can be used to rank the level of satisfaction from each of the following factors: useful knowledge, technique of explaining knowledge, understanding materials, appropriateness of knowledge, document available, time of activities, service from staff, and public relation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20camp" title="ASEAN camp">ASEAN camp</a>, <a href="https://publications.waset.org/abstracts/search?q=customer" title=" customer"> customer</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20and%20staff%20members" title=" faculty and staff members"> faculty and staff members</a> </p> <a href="https://publications.waset.org/abstracts/11977/customers-satisfaction-of-asean-camp-a-camp-to-provide-training-and-knowledge-to-faculty-and-staff-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11977.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">936</span> Induction and Mentorship of Junior Faculty Members: A Managerial Challenge in the Institutions of Higher Education in Eritrea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zecarias%20Zemichael%20%20Woldu">Zecarias Zemichael Woldu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cultivation of professionalism and dispositional values in junior faculty members in institutions of higher education (IHE) is a global challenge. Junior faculty members complain of the managerial inefficiency and lack of modeling in their career development. This paper explored how Graduate Teaching Assistants (GTAs) are inducted into the system and mentored at work in the IHE in Eritrea. It assesses the institutional significance and challenges of mentoring junior faculty members in IHE. The research was conducted in 7 IHE involving 165 participants. Quantitative and qualitative data were gathered through Likert scale questionnaire and in-depth interviews. A One-Way ANOVA was used to assess the GTAs’ knowledge of assigned duties and responsibilities, access to institutional information and resources, the quality of guidance and support provided and above all the mentoring state of affairs across the colleges. Results revealed that junior faculty shoulder vital responsibilities but they receive poor induction and mentoring at individual and institutional levels. A large number of junior faculty members revealed a need of serious professional molding to effectively shoulder more responsibilities in the colleges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=induction" title="induction">induction</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20faculty%20members" title=" junior faculty members"> junior faculty members</a>, <a href="https://publications.waset.org/abstracts/search?q=Eritrea" title=" Eritrea"> Eritrea</a> </p> <a href="https://publications.waset.org/abstracts/58821/induction-and-mentorship-of-junior-faculty-members-a-managerial-challenge-in-the-institutions-of-higher-education-in-eritrea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">935</span> Recruitment Model (FSRM) for Faculty Selection Based on Fuzzy Soft</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20S.%20Thakur">G. S. Thakur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a Fuzzy Soft Recruitment Model (FSRM) for faculty selection of MHRD technical institutions. The selection criteria are based on 4-tier flexible structure in the institutions. The Advisory Committee on Faculty Recruitment (ACoFAR) suggested nine criteria for faculty in the proposed FSRM. The model Fuzzy Soft is proposed with consultation of ACoFAR based on selection criteria. The Fuzzy Soft distance similarity measures are applied for finding best faculty from the applicant pool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20soft%20set" title="fuzzy soft set">fuzzy soft set</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20sets" title=" fuzzy sets"> fuzzy sets</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20soft%20distance" title=" fuzzy soft distance"> fuzzy soft distance</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20soft%20similarity%20measures" title=" fuzzy soft similarity measures"> fuzzy soft similarity measures</a>, <a href="https://publications.waset.org/abstracts/search?q=ACoFAR" title=" ACoFAR"> ACoFAR</a> </p> <a href="https://publications.waset.org/abstracts/12838/recruitment-model-fsrm-for-faculty-selection-based-on-fuzzy-soft" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">934</span> Post-Secondary Faculty Treatment of Non-Native English-Speaking Student Writing Errors in Academic Subject Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20E.%20Monroe">Laura E. Monroe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students’ writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students’ academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations’ writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty’s native language, years taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty" title=" faculty"> faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=non-native%20English-speaking%20students" title=" non-native English-speaking students"> non-native English-speaking students</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/101368/post-secondary-faculty-treatment-of-non-native-english-speaking-student-writing-errors-in-academic-subject-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">933</span> Higher Order Thinking Skills Workshop: Faculty Professional Development and Its Effect on Their Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20Hamdan">Amani Hamdan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A post-workshop of higher-order thinking skills (HOTS), for faculty from diverse academic disciplines, was conducted and the researcher surveyed the participants’ intentions and plans to include HOTS as a goal, as learning and teaching task in their practices. Follow-up interviews with a random sample of participants were used to determine if they fulfilled their intentions three 3 months after the workshop. The degree of planned and enacted HOTS then was analyzed against the post-workshop HOT ability and knowledge. This is one topic that has not been adequately explored in faculty professional development literature where measuring the effect of learning on their ability to use what they learned. This qualitative method study explored a group of male and female faculty members (n=85) enrolled in HOTS 2 day workshop. The results showed that 89% of faculty members although were mostly enthused to apply what they learned after a 3 months period they were caught up with routine presentations and lecturing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20development" title=" faculty development"> faculty development</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20order%20thinking%20skills" title=" higher order thinking skills"> higher order thinking skills</a> </p> <a href="https://publications.waset.org/abstracts/19480/higher-order-thinking-skills-workshop-faculty-professional-development-and-its-effect-on-their-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">932</span> Microaggressions as Hidden Barriers: The Influence on Women as Underrepresented Minority Faculty Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mojdeh%20Mardani">Mojdeh Mardani</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Stupnisky"> Robert Stupnisky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Microaggressions are discriminatory and degrading slights manifested from negative and often unconscious beliefs about marginalised groups, including women and people of colour. This quantitative research analyses survey data collected from 10 USA Universities. This research presents the impacts of microaggressions on productivity and motivation of Underrepresented Minority (URM) faculty, especially women and those with intersecting marginalized identities, such as women who identify with a race other than white. Results of this study revealed that on average, URM women were 50% more susceptible to gender microaggressions, which correlated negatively with autonomy and competence, and positively with a motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20microaggressions" title="gender microaggressions">gender microaggressions</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20discrimination" title=" gender discrimination"> gender discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=underrepresented%20minority" title=" underrepresented minority"> underrepresented minority</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20faculty" title=" female faculty"> female faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=URM%20faculty" title=" URM faculty"> URM faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a> </p> <a href="https://publications.waset.org/abstracts/156590/microaggressions-as-hidden-barriers-the-influence-on-women-as-underrepresented-minority-faculty-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">931</span> Faculty Attendance Management System (FAMS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20C.%20Almiranez">G. C. Almiranez</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Mercado"> J. Mercado</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20U.%20Aumentado"> L. U. Aumentado</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20M.%20Mahaguay"> J. M. Mahaguay</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20P.%20Cruz"> J. P. Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20Saballe"> M. L. Saballe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research project focused on the development of an application that aids the university administrators to establish an efficient and effective system in managing faculty attendance and discourage unnecessary absences. The Faculty Attendance Management System (FAMS) is a web based and mobile application which is proven to be efficient and effective in handling and recording data, generating updated reports and analytics needed in managing faculty attendance. The FAMS can facilitate not only a convenient and faster way of gathering and recording of data but it can also provide data analytics, immediate feedback system mechanism and analysis. The software database architecture uses MySQL for web based and SQLite for mobile applications. The system includes different modules that capture daily attendance of faculty members, generate faculty attendance reports and analytics, absences notification system for faculty members, chairperson and dean regarding absences, and immediate communication system concerning the absences incurred. Quantitative and qualitative evaluation showed that the system satisfactory meet the stakeholder’s requirements. The functionality, usability, reliability, performance, and security all turned out to be above average. System testing, integration testing and user acceptance testing had been conducted. Results showed that the system performed very satisfactory and functions as designed. Performance of the system is also affected by Internet infrastructure or connectivity of the university. The faculty analytics generated from the system may not only be used by Deans and Chairperson in their evaluation of faculty performance but as well as the individual faculty to increase awareness on their attendance in class. Hence, the system facilitates effective communication between system stakeholders through FAMS feedback mechanism and up to date posting of information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20attendance%20management%20system" title="faculty attendance management system">faculty attendance management system</a>, <a href="https://publications.waset.org/abstracts/search?q=MySQL" title=" MySQL"> MySQL</a>, <a href="https://publications.waset.org/abstracts/search?q=SQLite" title=" SQLite"> SQLite</a>, <a href="https://publications.waset.org/abstracts/search?q=FAMS" title=" FAMS"> FAMS</a>, <a href="https://publications.waset.org/abstracts/search?q=analytics" title=" analytics"> analytics</a> </p> <a href="https://publications.waset.org/abstracts/44683/faculty-attendance-management-system-fams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">930</span> Influence of Servant Leadership on Faculty Retention in Higher Education Institutes: Mediating Role of Job Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aneela%20Sheikh">Aneela Sheikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Private higher education institutes are challenged for their resilience and competitive edge in the globalized knowledge-based economy in the 21st century. Faculty retention plays an important role as a catalyst for addressing the current mega-developmental phenomenon in higher education institutes faced by developing countries. This study intends to explore the influence of servant leadership practice on faculty retention through the intervening role of job satisfaction towards minimizing the high faculty turnover in private higher education institutes, with the mediating role of job satisfaction. A sample of 341 faculty members from ten private higher education institutes in Lahore city of Pakistan, was selected through a stratified proportionate random sampling technique. A descriptive survey research approach was employed to collect data from 341 faculty members by administering a close-ended questionnaire based on a seven-point Likert scale as a self-administered research instrument. The study was conducted under the domain of the Leader-Member Exchange (LMX) theory. The mediating role of job satisfaction was measured by bootstrapping technique. The results revealed that servant leadership has a statistically significant influence on faculty retention, with a statistically significant mediating role of job satisfaction, in private higher education institutes in Pakistan. Further, up to the best of the authors’ knowledge, this is the first systematic and empirical study on faculty retention conducted against the backdrop of servant leadership in an Eastern context, particularly in Pakistan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=servant%20leadership" title="servant leadership">servant leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20retention" title=" faculty retention"> faculty retention</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutes" title=" higher education institutes"> higher education institutes</a> </p> <a href="https://publications.waset.org/abstracts/165748/influence-of-servant-leadership-on-faculty-retention-in-higher-education-institutes-mediating-role-of-job-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165748.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=31">31</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=32">32</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20scholarship&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>