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dialogue</title> <meta name="description" content="Search results for: faculty dialogue"> <meta name="keywords" content="faculty dialogue"> <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 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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 dialogue"> <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> 1110</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: faculty dialogue</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1110</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">1109</span> On Dialogue Systems Based on Deep Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yifan%20Fan">Yifan Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xudong%20Luo"> Xudong Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Pingping%20Lin"> Pingping Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, dialogue systems increasingly become the way for humans to access many computer systems. So, humans can interact with computers in natural language. A dialogue system consists of three parts: understanding what humans say in natural language, managing dialogue, and generating responses in natural language. In this paper, we survey deep learning based methods for dialogue management, response generation and dialogue evaluation. Specifically, these methods are based on neural network, long short-term memory network, deep reinforcement learning, pre-training and generative adversarial network. We compare these methods and point out the further research directions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20management" title="dialogue management">dialogue management</a>, <a href="https://publications.waset.org/abstracts/search?q=response%20generation" title=" response generation"> response generation</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/129369/on-dialogue-systems-based-on-deep-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129369.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">1108</span> Structuring Taiwanese Elementary School English Teachers' Professional Dialogue about Teaching and Learning through Protocols</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chin-Wen%20Chien">Chin-Wen Chien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Protocols are tools that help teachers inquire into the teaching and professional learning during the professional dialogue. This study focused on the integration of protocols into elementary school English teachers’ professional dialogue and discussed the influence of protocols on teachers’ teaching and learning. Based on the analysis of documents, observations, and interviews, this study concluded that with the introduction of protocols to elementary school English teachers, three major protocols were used during their professional dialogue. These protocols led the teachers to gain professional learning in content knowledge and pedagogical content knowledge. However, the facilitators’ lack of experience in using protocols led to interruptions during the professional dialogue. Suggestions for effective protocol-based professional dialogue are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=protocols" title="protocols">protocols</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning" title=" professional learning"> professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20dialogue" title=" professional dialogue"> professional dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20practice" title=" classroom practice"> classroom practice</a> </p> <a href="https://publications.waset.org/abstracts/59233/structuring-taiwanese-elementary-school-english-teachers-professional-dialogue-about-teaching-and-learning-through-protocols" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59233.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">382</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">1107</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">1106</span> A Survey of WhatsApp as a Tool for Instructor-Learner Dialogue, Learner-Content Dialogue, and Learner-Learner Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Panah">Ebrahim Panah</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Yasir%20Babar"> Muhammad Yasir Babar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Thanks to the development of online technology and social networks, people are able to communicate as well as learn. WhatsApp is a popular social network which is growingly gaining popularity. This app can be used for communication as well as education. It can be used for instructor-learner, learner-learner, and learner-content interactions; however, very little knowledge is available on these potentials of WhatsApp. The current study was undertaken to investigate university students’ perceptions of WhatsApp used as a tool for instructor-learner dialogue, learner-content dialogue, and learner-learner dialogue. The study adopted a survey approach and distributed the questionnaire developed by Google Forms to 54 (11 males and 43 females) university students. The obtained data were analyzed using SPSS version 20. The result of data analysis indicates that students have positive attitudes towards WhatsApp as a tool for Instructor-Learner Dialogue: it easy to reach the lecturer (4.07), the instructor gives me valuable feedback on my assignment (4.02), the instructor is supportive during course discussion and offers continuous support with the class (4.00). Learner-Content Dialogue: WhatsApp allows me to academically engage with lecturers anytime, anywhere (4.00), it helps to send graphics such as pictures or charts directly to the students (3.98), it also provides out of class, extra learning materials and homework (3.96), and Learner-Learner Dialogue: WhatsApp is a good tool for sharing knowledge with others (4.09), WhatsApp allows me to academically engage with peers anytime, anywhere (4.07), and we can interact with others through the use of group discussion (4.02). It was also found that there are significant positive correlations between students’ perceptions of Instructor-Learner Dialogue (ILD), Learner-Content Dialogue (LCD), Learner-Learner Dialogue (LLD) and WhatsApp Application in classroom. The findings of the study have implications for lectures, policy makers and curriculum developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructor-learner%20dialogue" title="instructor-learner dialogue">instructor-learner dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=learners-contents%20dialogue" title=" learners-contents dialogue"> learners-contents dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-learner%20dialogue" title=" learner-learner dialogue"> learner-learner dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=whatsapp%20application" title=" whatsapp application"> whatsapp application</a> </p> <a href="https://publications.waset.org/abstracts/120275/a-survey-of-whatsapp-as-a-tool-for-instructor-learner-dialogue-learner-content-dialogue-and-learner-learner-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120275.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">158</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">1105</span> Intertextuality as a Dialogue Between Postmodern Writer J. Fowles and Mid-English Writer J. Donne</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isahakyan%20Heghine">Isahakyan Heghine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intertextuality, being in the centre of attention of both linguists and literary critics, is vividly expressed in the outstanding British novelist and philosopher J. Fowles' works. 'The Magus’ is a deep psychological and philosophical novel with vivid intertextual links with the Greek mythology and authors from different epochs. The aim of the paper is to show how intertextuality might serve as a dialogue between two authors (J. Fowles and J. Donne) disguised in the dialogue of two protagonists of the novel : Conchis and Nicholas. Contrastive viewpoints concerning man's isolation, loneliness are stated in the dialogue. Due to the conceptual analysis of the text it becomes possible both to decode the conceptual information of the text and find out its intertextual links. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20analysis" title=" conceptual analysis"> conceptual analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=isolation" title=" isolation"> isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=intertextuality" title=" intertextuality"> intertextuality</a> </p> <a href="https://publications.waset.org/abstracts/47392/intertextuality-as-a-dialogue-between-postmodern-writer-j-fowles-and-mid-english-writer-j-donne" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47392.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">329</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">1104</span> Intentional Relationship Building: Stem Faculty Perceptions of Culturally Responsive Mentoring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niesha%20Douglas">Niesha Douglas</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Merriweather"> Lisa Merriweather</a>, <a href="https://publications.waset.org/abstracts/search?q=Cathy%20Howell"> Cathy Howell</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Sancyzk"> Anna Sancyzk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many studies explain that mentoring in an academic setting contributes to student success and retention. However, in the United States, where the population is diverse and filled with multiple ethnic groups, mentoring has become too generalized and fails to offer a unique individualized experience for underrepresented minorities (URM). The purpose of this paper is to describe the findings of an ongoing qualitative study that investigates the relationships among STEM doctoral faculty and URM students. Several faculty from three different predominately white institutions (PWI) in the Southeastern region of the United States were interviewed and engaged in open dialogue about their experiences with mentoring. The data collection included semi-structured interviews that took place in the classroom (pre-COVID-19) as well as virtually. The theoretical framework draws on the idea of Critical Race Theory and how cultural, social constructs interfere with effective mentoring for URM Doctoral STEM students. The findings in this study suggest that though the faculty and several years of experience mentoring students, there were some gaps in understanding the needs of URM students and how mentoring is a unique relationship that should be specialized for each student and should not fit into one mold. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20race%20theory" title=" critical race theory"> critical race theory</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a> </p> <a href="https://publications.waset.org/abstracts/137217/intentional-relationship-building-stem-faculty-perceptions-of-culturally-responsive-mentoring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137217.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">197</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">1103</span> Dialogue Meetings as an Arena for Collaboration and Reflection among Researchers and Practitioners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kerstin%20Grunden">Kerstin Grunden</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Svensson"> Ann Svensson</a>, <a href="https://publications.waset.org/abstracts/search?q=Berit%20Forsman"> Berit Forsman</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20Karlsson"> Christina Karlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Obeid"> Ayman Obeid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research question of the article is to explore whether the dialogue meetings method could be relevant for reflective learning among researchers and practitioners when welfare technology should be implemented in municipalities, or not. A testbed was planned to be implemented in a retirement home in a Swedish municipality, and the practitioners worked with a pre-study of that testbed. In the article, the dialogue between the researchers and the practitioners in the dialogue meetings is described and analyzed. The potential of dialogue meetings as an arena for learning and reflection among researchers and practitioners is discussed. The research methodology approach is participatory action research with mixed methods (dialogue meetings, focus groups, participant observations). The main findings from the dialogue meetings were that the researchers learned more about the use of traditional research methods, and the practitioners learned more about how they could improve their use of the methods to facilitate change processes in their organization. These findings have the potential both for the researchers and the practitioners to result in more relevant use of research methods in change processes in organizations. It is concluded that dialogue meetings could be relevant for reflective learning among researchers and practitioners when welfare technology should be implemented in a health care organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20meetings" title="dialogue meetings">dialogue meetings</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20bed" title=" test bed"> test bed</a>, <a href="https://publications.waset.org/abstracts/search?q=welfare%20technology" title=" welfare technology"> welfare technology</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20action%20research" title=" participatory action research"> participatory action research</a> </p> <a href="https://publications.waset.org/abstracts/116644/dialogue-meetings-as-an-arena-for-collaboration-and-reflection-among-researchers-and-practitioners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116644.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">146</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">1102</span> The Effects of a Digital Dialogue Game on Higher Education Students’ Argumentation-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Noroozi">Omid Noroozi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital dialogue games have opened up opportunities for learning skills by engaging students in complex problem solving that mimic real world situations, without importing unwanted constraints and risks of the real world. Digital dialogue games can be motivating and engaging to students for fun, creative thinking, and learning. This study explored how undergraduate students engage with argumentative discourse activities which have been designed to intensify debate. A pre-test, post-test design was used with students who were assigned to groups of four and asked to debate a controversial topic with the aim of exploring various 'pros and cons' on the 'Genetically Modified Organisms (GMOs)'. Findings reveal that the Digital dialogue game can facilitate argumentation-based learning. The digital Dialogue game was also evaluated positively in terms of students’ satisfaction and learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20game" title=" digital game"> digital game</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/55649/the-effects-of-a-digital-dialogue-game-on-higher-education-students-argumentation-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55649.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">321</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">1101</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">1100</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">1099</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">1098</span> Dialogue Journals as an EFL Learning Strategy in the Preparatory Year Program: Learners' Attitudes and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Alyahya">Asma Alyahya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempts to elicit the perceptions and attitudes of EFL learners of the Preparatory Year Program at KSU towards dialogue journal writing as an EFL learning strategy. The descriptive research design used incorporated both qualitative and quantitative instruments to accomplish the objectives of the study. A learners’ attitude questionnaire and follow-up interviews with learners from a randomly selected representative sample of the participants were employed. The participants were 55 female Saudi university students in the Preparatory Year Program at King Saud University. The analysis of the results indicated that the PYP learners had highly positive attitudes towards dialogue journal writing in their EFL classes and positive perceptions of the benefits of the use of dialogue journal writing as an EFL learning strategy. The results also revealed that dialogue journals are considered an effective EFL learning strategy since they fulfill various needs for both learners and instructors. Interestingly, the analysis of the results also revealed that Saudi university level students tend to write about personal topics in their dialogue journals more than academic ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20journals" title="dialogue journals">dialogue journals</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategy" title=" learning strategy"> learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/19954/dialogue-journals-as-an-efl-learning-strategy-in-the-preparatory-year-program-learners-attitudes-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19954.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">458</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">1097</span> Applying Polyphonic Dialogue as an Approach to Thematically Analyse the Development of Online Identities in Social Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Khosronejad">Maryam Khosronejad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In social media, differences between individuals become salient as they become a member of different groups with particular social and cultural practices and get engaged in various conversations. The influence of the presence of social media on the promotion of self-expression and polyphonic dialogue is an understudied area and is, therefore, the focus of this paper. This exploration aims to understand the formation of online identities as an ongoing process of orchestrating polyphonic dialogue and responding to available positions. In addition, applying the thematic analysis, it gives examples of how discursive transactions facilitate this process. The implications for the use of social media in education will be discussed based on the findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20identity" title="online identity">online identity</a>, <a href="https://publications.waset.org/abstracts/search?q=polyphonic%20dialogue" title=" polyphonic dialogue"> polyphonic dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20expression" title=" self expression"> self expression</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/81654/applying-polyphonic-dialogue-as-an-approach-to-thematically-analyse-the-development-of-online-identities-in-social-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81654.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">225</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">1096</span> A Grounded Theory of Educational Leadership Development Using Generative Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Hartney">Elizabeth Hartney</a>, <a href="https://publications.waset.org/abstracts/search?q=Keith%20Borkowsky"> Keith Borkowsky</a>, <a href="https://publications.waset.org/abstracts/search?q=Jo%20Axe"> Jo Axe</a>, <a href="https://publications.waset.org/abstracts/search?q=Doug%20Hamilton"> Doug Hamilton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to develop a grounded theory of educational leadership development, using an approach to initiating and maintaining professional growth in school principals and vice principals termed generative dialogue. The research was conducted in a relatively affluent, urban school district in Western Canada. Generative dialogue interviews were conducted by a team of consultants, and anonymous data in the form of handwritten notes were voluntarily submitted to the research team. The data were transcribed and analyzed using grounded theory. The results indicate that a key focus of educational leadership development is focused on navigating relationships within the school setting and that the generative dialogue process is helpful for principals and vice principals to explore how they might do this. Applicability and limitations of the study are addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=generative%20dialogue" title="generative dialogue">generative dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20principals" title=" school principals"> school principals</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20development" title=" leadership development"> leadership development</a> </p> <a href="https://publications.waset.org/abstracts/92456/a-grounded-theory-of-educational-leadership-development-using-generative-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92456.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">356</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">1095</span> Digitalisation of the Railway Industry: Recent Advances in the Field of Dialogue Systems: Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrei%20Nosov">Andrei Nosov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the development directions of dialogue systems within the digitalisation of the railway industry, where technologies based on conversational AI are already potentially applied or will be applied. Conversational AI is one of the popular natural language processing (NLP) tasks, as it has great prospects for real-world applications today. At the same time, it is a challenging task as it involves many areas of NLP based on complex computations and deep insights from linguistics and psychology. In this review, we focus on dialogue systems and their implementation in the railway domain. We comprehensively review the state-of-the-art research results on dialogue systems and analyse them from three perspectives: type of problem to be solved, type of model, and type of system. In particular, from the perspective of the type of tasks to be solved, we discuss characteristics and applications. This will help to understand how to prioritise tasks. In terms of the type of models, we give an overview that will allow researchers to become familiar with how to apply them in dialogue systems. By analysing the types of dialogue systems, we propose an unconventional approach in contrast to colleagues who traditionally contrast goal-oriented dialogue systems with open-domain systems. Our view focuses on considering retrieval and generative approaches. Furthermore, the work comprehensively presents evaluation methods and datasets for dialogue systems in the railway domain to pave the way for future research. Finally, some possible directions for future research are identified based on recent research results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitalisation" title="digitalisation">digitalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=railway" title=" railway"> railway</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue%20systems" title=" dialogue systems"> dialogue systems</a>, <a href="https://publications.waset.org/abstracts/search?q=conversational%20AI" title=" conversational AI"> conversational AI</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20understanding" title=" natural language understanding"> natural language understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20generation" title=" natural language generation"> natural language generation</a> </p> <a href="https://publications.waset.org/abstracts/173788/digitalisation-of-the-railway-industry-recent-advances-in-the-field-of-dialogue-systems-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173788.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">63</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">1094</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">1093</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">1092</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">1091</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">1090</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">1089</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">1088</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">1087</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">1086</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">1085</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">1084</span> Creative Peace Diplomacy Model by the Perspective of Dialogue Management for International Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilgehan%20G%C3%BCltekin">Bilgehan Gültekin</a>, <a href="https://publications.waset.org/abstracts/search?q=Tuba%20G%C3%BCltekin"> Tuba Gültekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Peace diplomacy is the most important international tool to keep peace all over the world. The study titled “peace diplomacy for international relations” is consist of three part. In the first part, peace diplomacy is going to be introduced as a tool of peace communication and peace management. And, in this part, peace communication will be explained by international communication perspective. In the second part of the study,public relations events and communication campaigns will be developed originally for peace diplomacy. In this part, it is aimed original public communication dialogue management tools for peace diplomacy. the aim of the final part of the study, is to produce original public communication model for international relations. The model includes peace modules, peace management projects, original dialogue procedures and protocols, dialogue education, dialogue management strategies, peace actors, communication models, peace team management and public diplomacy steps. The creative part of the study aims to develop a model used for international relations for all countries. Creative Peace Diplomacy Model will be developed in the case of Turkey-Turkey-France and Turkey-Greece relations. So, communication and public relations events and campaigns are going to be developed as original for only this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peace%20diplomacy" title="peace diplomacy">peace diplomacy</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20communication%20model" title=" public communication model"> public communication model</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue%20management" title=" dialogue management"> dialogue management</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations" title=" international relations"> international relations</a> </p> <a href="https://publications.waset.org/abstracts/15964/creative-peace-diplomacy-model-by-the-perspective-of-dialogue-management-for-international-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15964.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">541</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">1083</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">1082</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">1081</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> <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%20dialogue&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20dialogue&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20dialogue&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=faculty%20dialogue&page=5">5</a></li> <li class="page-item"><a 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