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faculty/educational development</title> <meta name="description" content="Search results for: faculty/educational development"> <meta name="keywords" content="faculty/educational development"> <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 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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/educational development"> <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> 18730</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: faculty/educational development</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18730</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">18729</span> The Educational Philosophies and Teaching Style Preferences of College Faculty at Selected Universities in the South of Metro Manila</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Grace%20D.%20Severo">Grace D. Severo</a>, <a href="https://publications.waset.org/abstracts/search?q=Lopita%20U.%20Jung"> Lopita U. Jung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine the educational philosophies and teaching styles of the college faculty of the University of Perpetual Help System DALTA in the campuses of Las-Piñas, Molino, and Calamba, south of Metro Manila. It sought to determine the relationships of educational philosophy and teaching styles of the college faculty vis-à-vis the university system’s educational philosophies and teaching style preferences. A hundred and five faculty members from the Colleges of Education, Arts and Sciences responded to the survey during the academic year 2014-2015. The Philosophy of Adult Education Inventory measured the faculty’s preferred educational philosophies. The Principles of Adult Learning Scale measured the faculty’s teaching style preference. Findings show that there is a similarity between the university system and the faculty members in using the progressive educational philosophy, however both contrasted in the preferred teaching style. Majority of the faculty held progressive educational philosophy but their preference for teacher-centered teaching style did not match. This implies that the majority are certain of having progressive educational philosophy but are not utilizing the learner-centered teaching styles; a high degree of support and commitment to practice a progressive and humanist philosophical orientation in education; and a high degree of support on teacher-centered teaching style promotion from the institution can strengthen a high degree of commitment for the faculty to enunciate their values and practice through these educational philosophies and teaching styles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20philosophies" title="educational philosophies">educational philosophies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20styles" title=" teaching styles"> teaching styles</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20adult%20education%20inventory" title=" philosophy of adult education inventory"> philosophy of adult education inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=principles%20of%20adult%20learning%20scale" title=" principles of adult learning scale"> principles of adult learning scale</a> </p> <a href="https://publications.waset.org/abstracts/34458/the-educational-philosophies-and-teaching-style-preferences-of-college-faculty-at-selected-universities-in-the-south-of-metro-manila" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34458.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">367</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">18728</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">18727</span> Co-Creating an International Flipped Faculty Development Model: A US-Afghan Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Alex%20Ambrose">G. Alex Ambrose</a>, <a href="https://publications.waset.org/abstracts/search?q=Melissa%20Paulsen"> Melissa Paulsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Fitwi"> Abrar Fitwi</a>, <a href="https://publications.waset.org/abstracts/search?q=Masud%20Akbari"> Masud Akbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2016, a U.S. business college was awarded a sub grant to work with FHI360, a nonprofit human development organization, to support a university in Afghanistan funded by the State Department’s U.S. Agency for International Development (USAID). A newly designed Master’s Degree in Finance and Accounting is being implemented to support Afghanistan’s goal of 20% females in higher education and industry by 2020 and to use finance and accounting international standards to attract capital investment for economic development. This paper will present a case study to describe the co-construction of an approach to an International Flipped Faculty Development Model grounded in blended learning theory. Like education in general, faculty development is also evolving from the traditional face to face environment and interactions to the fully online and now to a best of both blends. Flipped faculty development is both a means and a model for careful integration of the strengths of the synchronous and asynchronous dynamics and technologies with the combination of intentional sequencing to pre-online interactions that prepares and enhances the face to face faculty development and mentorship residencies with follow-up post-online support. Initial benefits from this model include giving the Afghan faculty an opportunity to experience and apply modern teaching and learning strategies with technology in their own classroom. Furthermore, beyond the technological and pedagogical affordances, the reciprocal benefits gained from the mentor-mentee, face-to-face relationship will be explored. Evidence to support this model includes: empirical findings from pre- and post-Faculty Mentor/ Mentee survey results, Faculty Mentorship group debriefs, Faculty Mentorship contact logs, and student early/end of semester feedback. In addition to presenting and evaluating this model, practical challenges and recommendations for replicating international flipped faculty development partnerships will be provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20development" title="educational development">educational development</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=international%20development" title=" international development"> international development</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20learning" title=" flipped learning "> flipped learning </a> </p> <a href="https://publications.waset.org/abstracts/80731/co-creating-an-international-flipped-faculty-development-model-a-us-afghan-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80731.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">189</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">18726</span> The Current Status of Integrating Information and Communication Technology in Teaching at Sultan Qaboos University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Abdelrahman">Ahmed Abdelrahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Abdelraheem"> Ahmed Abdelraheem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are many essential factors affecting the integration of information and communication technology (ICT) into teaching and learning, including technology infrastructure, institutional support, professional development, and faculty members’ beliefs regarding ICT integration. The present research project investigated the current status of integrating ICT into teaching and learning at Sultan Qaboos University (SQU). A sample of 220 faculty members from six different colleges and four administrators from the Center of Educational Technology (CET) and the Center for Information Systems (CIS) at SQU in Oman were chosen, and quantitative, qualitative design using a semi-structured questionnaire, interviews and checklists were employed. The findings show that SQU had a high availability of ICT infrastructure in terms of hardware, software, and support services, as well as adequate computer labs for educational purposes. However, the results also indicated that, although SQU provided a series of professional development workshops related to using ICT in teaching, few faculty members were interested. Furthermore, the finding indicated that the degree of ICT integration into teaching at SQU was at a medium level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title="information and communication technology">information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/117012/the-current-status-of-integrating-information-and-communication-technology-in-teaching-at-sultan-qaboos-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117012.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">165</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">18725</span> Creating Inclusive Educational Environments for Women Faculty of Color Harnessing Ubuntu Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gonzaga%20Mukasa">Gonzaga Mukasa</a>, <a href="https://publications.waset.org/abstracts/search?q=Faith%20Maina"> Faith Maina</a>, <a href="https://publications.waset.org/abstracts/search?q=Amani%20Zaier"> Amani Zaier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated whether harnessing Ubuntu perspectives can aid in healing wounds Hierarchical Microaggressive intersectionalities inflict on African immigrant women faculty in predominantly white institutions. The study interviewed 8 African immigrant faculty from different higher education institutions in the United States selected using the snowball sampling technique. The Ubuntu Theory anchored the study. Findings indicated that women faculty of color experience Hierarchical Microaggressive intersectionalities leading them to lose job satisfaction and feel deprofessionalized and isolated. The recommendations were that institutions make their recruitment more inclusive of women of color to avoid isolation. And should embrace Ubuntu perspectives such as survival, solidarity, compassion, dignity, and mutual respect to architect educational environments that foster diversity and inclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ubuntu" title="ubuntu">ubuntu</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20faculty" title=" women faculty"> women faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=African%20immigrants" title=" African immigrants"> African immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20microaggressive%20intersectionalities" title=" hierarchical microaggressive intersectionalities"> hierarchical microaggressive intersectionalities</a> </p> <a href="https://publications.waset.org/abstracts/168031/creating-inclusive-educational-environments-for-women-faculty-of-color-harnessing-ubuntu-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168031.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">18724</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">18723</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">18722</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">18721</span> How to Improve Teaching and Learning Strategies Through Educational Research. An Experience of Peer Observation in Legal Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luigina%20Mortari">Luigina Mortari</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessia%20Bevilacqua"> Alessia Bevilacqua</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Silva"> Roberta Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The experience presented in this paper aims to understand how educational research can support the introduction and optimization of teaching innovations in legal education. In this increasingly complex context, a strong need to introduce paths aimed at acquiring not only professional knowledge and skills but also transversal such as reflective, critical, and problem-solving skills emerges. Through a peer observation intertwined with an analysis of discursive practices, researchers and the teacher worked together through a process of participatory and transformative accompaniment whose objective was to promote the active participation and engagement of students in learning processes, an element indispensable to work in the more specific direction of strengthening key competences. This reflective faculty development path led the teacher to activate metacognitive processes, becoming thus aware of the strengths and areas of improvement of his teaching innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=legal%20education" title="legal education">legal education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20innovation" title=" teaching innovation"> teaching innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20observation" title=" peer observation"> peer observation</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20analysis" title=" discursive analysis"> discursive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20development" title=" faculty development"> faculty development</a> </p> <a href="https://publications.waset.org/abstracts/144823/how-to-improve-teaching-and-learning-strategies-through-educational-research-an-experience-of-peer-observation-in-legal-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144823.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">167</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">18720</span> Measuring Engagement Equation in Educational Institutes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahfoodh%20Saleh%20Al%20Sabbagh">Mahfoodh Saleh Al Sabbagh</a>, <a href="https://publications.waset.org/abstracts/search?q=Venkoba%20Rao"> Venkoba Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is plenty of research, both in academic and consultancy circles, about the importance and benefits of employee engagement and customer engagement and how it gives organization an opportunity to reduce variability and improve performance. Customer engagement is directly related to the engagement level of the organization's employees. It is therefore important to measure both. This research drawing from the work of Human Sigma by Fleming and Asplund, attempts to assess engagement level of customer and employees - the human systems of business - in an educational setup. Student is important to an educational institute and is a customer to be served efficiently and effectively. Considering student as customer and faculty as employees serving them, in–depth interviews were conducted to analyze the relationship between faculty and student engagement in two leading colleges in Oman, one from private sector and another from public sector. The study relied mainly on secondary data sources to understand the concept of engagement. However, the search of secondary sources was extensive to compensate the limited primary data. The results indicate that high faculty engagement is likely to lead to high student engagement. Engaged students were excited about learning, loved the feeling of they being cared as a person by their faculty and advocated the organization to other. The interaction truly represents an opportunity to build emotional connection to the organization. This study could be of interest to organizations interest in building and maintaining engagement with employees and customers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=customer%20engagement" title="customer engagement">customer engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20psychology" title=" consumer psychology"> consumer psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20institutes" title=" educational institutes"> educational institutes</a> </p> <a href="https://publications.waset.org/abstracts/17671/measuring-engagement-equation-in-educational-institutes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17671.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">472</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">18719</span> Research on the Status Quo and Countermeasures of Professional Development of Engineering Teachers in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Xiu%20Xiu">Wang Xiu Xiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The professional development of engineering teachers in universities is the key to the construction of outstanding engineers in China, which is related to the quality and prospects of the entire engineering education. This study investigated 2789 teachers' professional development in different regions of China， which outlines the current situation of the professional development of engineering teachers from three perspectives: professional development needs, professional development methods and professional development effects. Data results show that engineering teachers have the strongest demand for the improvement of subject knowledge and teaching ability. Engineering faculty with 0-5 years of teaching experience, under 35 years of age and a doctorate degree have the strongest demand for development. The frequency of engineering teachers' participation in various professional development activities is low, especially in school-enterprise cooperation-related activities. There are significant differences in the participation frequency of professional development activities among engineering faculty with different teaching ages, ages, professional titles, degrees and administrative positions in schools. The professional development of engineering faculty has been improved to a certain extent and is positively affected by professional development needs and participation in professional development. In this regard, we can constantly improve the professional development system of engineering teachers from three aspects: training on demand, stimulating motivation, and optimizing resource allocation, to enhance the professional development level of engineering teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20teachers%20in%20universities" title="engineering teachers in universities">engineering teachers in universities</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=status%20quo" title=" status quo"> status quo</a>, <a href="https://publications.waset.org/abstracts/search?q=countermeasures" title=" countermeasures"> countermeasures</a> </p> <a href="https://publications.waset.org/abstracts/192518/research-on-the-status-quo-and-countermeasures-of-professional-development-of-engineering-teachers-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192518.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">17</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">18718</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">18717</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">18716</span> Current Challenges Associated with Women Education in Pakistan and the Proposed Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanam%20Mujahid">Sanam Mujahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliza%20Ahmad"> Aliza Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women education and empowerment has fundamental importance in the development of a civilized society however, in a developing country like Pakistan, there are serious challenges in this regard. Herein, we summarize the findings of 2012 study which revealed the key problems associated with women education and their proposed solutions. A survey tool was used to question female students and female faculty members in 20 different public sector universities of all four provinces of Pakistan. In this study, 1755 female students and 410 female faculty members responded. In addition to survey, semi-structured interview were also conducted with 25 female students and 10 female faculty members. Respondents of the survey emphasize the lack of adequate educational institutions in nearby vicinity, social exclusion including gender discrimination, shortage of female teachers, lack of resources and inefficient government policies are the major factors that influence female education. To solve these problems, the main recommendations by respondents include safe and secure learning environment for females in educational institutions, community and parental support, well qualified and sufficient number of female teachers. One of the most important proposals was the participation of females at policy level. Current study will provide a general layout to design the future educational strategies for promoting women education in all regions of Pakistan thus, developing towards modern educated society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20education" title="women education">women education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20strategies" title=" education strategies"> education strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/20140/current-challenges-associated-with-women-education-in-pakistan-and-the-proposed-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20140.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">400</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">18715</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">18714</span> Proposed Organizational Development Interventions in Managing Occupational Stressors for Business Schools in Batangas City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlon%20P.%20Perez">Marlon P. Perez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study intended to determine the level of occupational stress that was experienced by faculty members of private and public business schools in Batangas City with the end in view of proposing organizational development interventions in managing occupational stressors. Stressors such as factors intrinsic to the job, role in the organization, relationships at work, career development and organizational structure and climate were used as determinants of occupational stress level. Descriptive method of research was used as its research design. There were only 64 full-time faculty members coming from private and public business schools in Batangas City – University of Batangas, Lyceum of the Philippines University-Batangas, Golden Gate Colleges, Batangas State University and Colegio ng Lungsod ng Batangas. Survey questionnaire was used as data gathering instrument. It was found out that all occupational stressors were assessed stressful when grouped according to its classification of tertiary schools while response of subject respondents differs on their assessment of occupational stressors. Age variable has become significantly related to respondents’ assessments on factors intrinsic to the job and career development; however, it was not significantly related to role in the organization, relationships at work and organizational structure and climate. On the other hand, gender, marital status, highest educational attainment, employment status, length of service, area of specialization and classification of tertiary school were revealed to be not significantly related to all occupational stressors. Various organizational development interventions have been proposed to manage the occupational stressors that are experienced by business faculty members in the institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20stress" title="occupational stress">occupational stress</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20school" title=" business school"> business school</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20development" title=" organizational development"> organizational development</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=stressors" title=" stressors"> stressors</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=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=manage" title=" manage"> manage</a> </p> <a href="https://publications.waset.org/abstracts/19544/proposed-organizational-development-interventions-in-managing-occupational-stressors-for-business-schools-in-batangas-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19544.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">431</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">18713</span> The Implementation of Educational Partnerships for Undergraduate Students at Yogyakarta State University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Broto%20Seno">Broto Seno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to describe and examine more in the implementation of educational partnerships for undergraduate students at Yogyakarta State University (YSU), which is more focused on educational partnerships abroad. This study used descriptive qualitative approach. The study subjects consisted of a vice-rector, two staff education partnerships, four vice-dean, nine undergraduate students and three foreign students. Techniques of data collection using interviews and document review. Validity test of the data source using triangulation. Data analysis using flow models Miles and Huberman, namely data reduction, data display, and conclusion. Results of this study showed that the implementation of educational partnerships abroad for undergraduate students at YSU meets six of the nine indicators of the success of strategic partnerships. Six indicators are long-term, strategic, mutual trust, sustainable competitive advantages, mutual benefit for all the partners, and the separate and positive impact. The indicator has not been achieved is cooperative development, successful, and world class / best practice. These results were obtained based on the discussion of the four formulation of the problem, namely: 1) Implementation and development of educational partnerships abroad has been running good enough, but not maximized. 2) Benefits of the implementation of educational partnerships abroad is providing learning experiences for students, institutions of experience in comparison to each faculty, and improving the network of educational partnerships for YSU toward World Class University. 3) The sustainability of educational partnerships abroad is pursuing a strategy of development through improved management of the partnership. 4) Supporting factors of educational partnerships abroad is the support of YSU, YSU’s partner and society. Inhibiting factors of educational partnerships abroad is not running optimally management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=partnership" title="partnership">partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=YSU" title=" YSU"> YSU</a>, <a href="https://publications.waset.org/abstracts/search?q=institutions%20and%20faculties" title=" institutions and faculties"> institutions and faculties</a> </p> <a href="https://publications.waset.org/abstracts/3101/the-implementation-of-educational-partnerships-for-undergraduate-students-at-yogyakarta-state-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3101.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">334</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">18712</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">18711</span> Exploring Program Directors’ and Faculty’s Perception and Factors Leading to Burnout in Higher Education Institutions in Azerbaijan </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gunay%20Imanguliyeva">Gunay Imanguliyeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Burnout is one of the concerning issues in education. The present paper aimed to explore the concept of burnout among program directors and faculty working in three higher education institutions (HEIs) in Azerbaijan and identify the factors contributing to burnout and the possible consequences of this syndrome on research participants’ professional and personal life. The researcher believed that if the concept of burnout was defined precisely and explored among more faculty, administration, and educational institutions, university leadership may have looked for the ways to support program directors and faculty, which would increase job satisfaction and decrease turnover. An exploratory qualitative research design was chosen for this study. The conceptual framework of this study was based on the Maslach Burnout Inventory. The instruments of the research were semi-structured interviews, observation, and document review. Three EFL (Teaching English as a Foreign Language) instructors and three program directors of the English Language Department working in three higher educational institutions in Azerbaijan participated in this study. The major findings of this study showed that both program directors and faculty suffered from burnout. Though they were aware of the factors that caused burnout, they did not know how to deal with this feeling. While research participants had high feeling of Emotional Exhaustion and Depersonalization, they had a low feeling of Personal Accomplishment. The researcher suggests that further research is important to measure the level of burnout and to enable HEIs to increase the productivity of program directors’ and faculty’s work as well as decrease the rate of retention in future. Also, in order to help program directors and faculty to cope with burnout, the research recommends the university leadership to meet their psycho-social needs, emotional-physical needs, and personal-intellectual needs. Keywords: burnout, emotional exhaustion, factors, well-being, higher education <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burnout" title="burnout">burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</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=factors" title=" factors"> factors</a> </p> <a href="https://publications.waset.org/abstracts/129236/exploring-program-directors-and-facultys-perception-and-factors-leading-to-burnout-in-higher-education-institutions-in-azerbaijan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129236.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">107</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">18710</span> CoP-Networks: Virtual Spaces for New Faculty’s Professional Development in the 21st Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20AbuKhousa">Eman AbuKhousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Marwan%20Z.%20Bataineh"> Marwan Z. Bataineh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21<sup>st</sup> century higher education and globalization challenge new faculty members to build effective professional networks and partnership with industry in order to accelerate their growth and success. This creates the need for community of practice (CoP)-oriented development approaches that focus on cognitive apprenticeship while considering individual predisposition and future career needs. This work adopts data mining, clustering analysis, and social networking technologies to present the CoP-Network as a virtual space that connects together similar career-aspiration individuals who are socially influenced to join and engage in a process for domain-related knowledge and practice acquisitions. The CoP-Network model can be integrated into higher education to extend traditional graduate and professional development programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clustering%20analysis" title="clustering analysis">clustering analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title=" community of practice"> community of practice</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=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20faculty%20challenges" title=" new faculty challenges"> new faculty challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20influence" title=" social influence"> social influence</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/83397/cop-networks-virtual-spaces-for-new-facultys-professional-development-in-the-21st-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83397.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">183</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">18709</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">18708</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">18707</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">18706</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">18705</span> Dental Students’ Self-Assessment of Their Performance in a Preclinical Endodontic Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minseock%20Seo">Minseock Seo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dental education consists of both theoretical and practical learning for students. When dental students encounter practical courses as a new educational experience, they must also learn to evaluate themselves. The aim of this study was to investigate the self-assessment scores of third-year dental students and compare with the scores graded by the faculty in preclinical endodontic practice in a dental school in Korea. Faculty- and student-assigned scores were calculated from preclinical endodontic practice performed on phantom patients. The students were formally instructed on grading procedures for endodontic treatment. After each step, each item was assessed by the student. The students’ self-assessment score was then compared to the score by the faculty. The students were divided into 4 groups by analyzing the scores of self-assessment and faculty-assessment and statistically analyzed by summing the theoretical and practical examination scores. In the theoretical exam score, the group who over-estimated their performance (H group) was lower than the group with lower evaluation (L group). When comparing the first and last score determined by the faculty, H groups didn’t show any improvement, while the other group did. In H group, the less improvement of the self-assessment, the higher the theoretical exam score. In L group, the higher improvement of the self-assessment, the better the theoretical exam score. The results point to the need to develop students’ self-insight with more exercises and practical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20students" title="dental students">dental students</a>, <a href="https://publications.waset.org/abstracts/search?q=endodontic" title=" endodontic"> endodontic</a>, <a href="https://publications.waset.org/abstracts/search?q=preclinical%20practice" title=" preclinical practice"> preclinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/88599/dental-students-self-assessment-of-their-performance-in-a-preclinical-endodontic-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88599.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">253</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">18704</span> Action Research for School Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beate%20Weyland">Beate Weyland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interdisciplinary laboratory EDEN, Educational Environments with Nature, born in 2020 at the Faculty of Education of the Free University of Bolzano, is working on a research path initiated in 2012 on the relationship between pedagogy and architecture in the design process of school buildings. Between 2016 and 2018, advisory support activity for schools was born, which combined the need to qualify the physical spaces of the school with the need to update teaching practices and develop school organization with the aim of improving pupils' and teachers' sense of well-being. The goal of accompanying the development of school communities through research-training paths concerns the process of designing together pedagogical-didactic and architectural environments in which to stage the educational relationship, involving professionals from education, educational research, architecture and design, and local administration. Between 2019 and 2024, more than 30 schools and educational communities throughout Italy have entered into research-training agreements with the university, focusing increasingly on the need to create new spaces and teaching methods capable of imagining educational spaces as places of well-being and where cultural development can be presided over. The paper will focus on the presentation of the research path and on the mixed methods used to support schools and educational communities: identification of the research question, development of the research objective, experimentation, and data collection for analysis and reflection. School and educational communities are involved in a participative and active manner. The quality of the action-research work is enriched by a special focus on the relationship with plants and nature in general. Plants are seen as mediators of processes that unhinge traditional didactics and invite teachers, students, parents, and administrators to think about the quality of learning spaces and relationships based on well-being. The contribution is characterized by a particular focus on research methodologies and tools developed together with teachers to answer the issues raised and to measure the impact of the actions undertaken. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20development" title="school development">school development</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20space" title=" learning space"> learning space</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=plants%20and%20nature" title=" plants and nature"> plants and nature</a> </p> <a href="https://publications.waset.org/abstracts/186113/action-research-for-school-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186113.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">36</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">18703</span> Trauma-Informed Leadership: Educational Leadership Practices in a Global Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyna%20Elliott">Kyna Elliott</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 global pandemic has changed the shape, design, and delivery of education. As communities continue to fight the pandemic, research suggests the coronavirus is leaving an indelible mark on education which will last long after the pandemic has ended. Faculty and students bring more than their textbooks into the classroom. They bring their lived experiences into the classroom, and it is through these lived experiences that interactions and learning filter through. The COVID-19 pandemic has proved to be a traumatic experience for many. Leaders will need to have the tools and skills to mitigate trauma's impact on faculty and students. This presentation will explore research-based trauma-informed leadership practices, pedagogy, and mitigation strategies within secondary school environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=compassion%20fatigue" title=" compassion fatigue"> compassion fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20science%20of%20trauma" title=" the science of trauma"> the science of trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-informed%20leadership" title=" trauma-informed leadership"> trauma-informed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-informed%20pedagogy" title=" trauma-informed pedagogy"> trauma-informed pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/137993/trauma-informed-leadership-educational-leadership-practices-in-a-global-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137993.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">218</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">18702</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">18701</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 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