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Author: John H. Pryor
Publisher: Higher Education Research Institute
ISBN: 9781878477385
Category :
Languages : en
Pages :
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Book Description
Author: John H. Pryor
Publisher: Higher Education Research Institute
ISBN: 9781878477385
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Primary Research Group
Publisher:
ISBN: 9781574401349
Category : Electronic journals
Languages : en
Pages : 0
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Book Description
The Survey of Higher Education Faculty: Use of Print & Electronic Library Collections of Scholarly Journals (ISBN 157440-134-3) presents the results of a survey of more than 550 higher education faculty in the United States and Canada. Faculty present their opinions on preferences for print or paper journal formats, degree of problems with archival access, use of url-catalog links to journals, extent to which their college library journal collection satisfies their scholarly needs, and frequency of database access and library visits. Data is broken out by 12 criteria including age, academic field or specialty, type of college, size of college, frequency of library use, and many other factors.
Author: Primary Research Group Inc.
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This study looks closely at the incidence, extent and kind of use of the major academic social networking sites Academia.Edu and ResearchGate by higher education faculty in the USA. The report presents data for each service individually, with distinct data sets for the percentage of faculty using a particular service, the extent of their use, and their evaluation of the usefulness of the service to the individual scholar. The study helps its readers to answer questions such as: what type of faculty value ResearchGate or Academia.Edu the most? How much time do faculty in the sciences spend each month on these sites compared to faculty in the humanities? Visual arts? Social sciences? Business? How does usage and valuation breakdown by age, gender, work title, or race/ethnicity of the faculty member? Data in the report is based on a survey of 731 higher education faculty, randomly chosen from a representative universe of more than 500 colleges and universities in the USA; surveying was conducted in April, May & early June 2023. Data in the report is broken down by a wide range of institutional and personal variables enabling the study's users to pinpoint - by useful criteria - how these sites are being used and by whom. Just a few of this comprehensive 115-page report's many findings are that: ?25.72% of faculty surveyed report having used Academic.Edu in the past month.?Faculty from research universities checked ResearchGate a mean of 3.27 times in the past month.?Faculty from MA/doctoral level colleges had the highest propensity to value Academia.Edu?Posting frequency on ResearchGate correlated highly with personal income level.
Author: KerryAnn O'Meara
Publisher: Jossey-Bass
ISBN:
Category : Business & Economics
Languages : en
Pages : 242
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Book Description
This volume reviews and synthesizes recent research on faculty demographics, appointment types, work life, and reward systems, as well as major theoretical perspectives useful to researchers who study faculty work, careers, and professional development. In doing so, it advances and challenges current dialogue on faculty careers, notably by exploring a "narrative of constraint" that underlies much contemporary research and reform in higher education. Although highlighting the valuable ways whereby the "narrative of constraint" has illuminated the myriad barriers than can--and too often do--inhibit faculty careers, the authors assert that the theme of "constraint" obscures possibility, learning, agency, and growth. In emphasizing constraint, many contemporary research and reform efforts overlook faculty striving for growth. The volume reintroduces growth as an important consideration in higher education discourses of policy and practice, and with attention to four of its key aspects: learning, agency, professional relationships, and commitments. The authors discuss current research on faculty demographics, appointments, work, reward systems, along with theories used in research, relative to these four aspects of growth. They also discuss how attention to faculty growth my open up new directions for policy, public communication, and future research on higher education faculty. This is the third issue in the 34th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Primary Research Group
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This 77-page report gives extensive and detailed data on who, how often, and for what kinds of materials, do faculty request that their academic libraries make purchases of new materials. The study also gives detailed data on just how often such requests are fulfilled and for whom, enabling readers of the study to compare effective fulfillment rates - for example - for male vs female faculty, or full professors vs. instructors or associate professors - or Caucasian vs. Asian origin faculty - or faculty in visual arts vs. those in economics or history. The study gives unique data sets for requests for each of the following types of materials; databases, journals and other periodicals, print books, eBooks, and audio-visual resources. For each type of resource, the study shows which faculty most often make requests, and 13 tables of data highlight demand for each type of resources. Just a few of this unique report's many findings are that: Faculty in history were the most likely to consider their library extremely responsive to their requests.The likelihood of requesting the library to purchase a print book was strongly positively correlated with the personal age of the respondent.Nearly 27% of tenured faculty had ever requested their library to order an eBook for them.Respondents at private colleges made more than twice the number of new materials requests per capita to their academic libraries than faculty from public colleges.This 77-page study is based on data from a survey of 806 higher education faculty randomly chosen from nearly 500 colleges and universities in the USA. Data is broken out by personal variables such as work title, gender, personal income level, academic discipline, age and other variables, as well as institutional indicators such as college or university type or Carnegie class, enrollment size, public or private status and others.
Author: Primary Research Group Inc.
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This report looks closely at the extent and kind of information about copyright practices needed by faculty at US colleges and universities. The report helps its readers to answer questions such as: how much do faculty need information about copyright? How much have they used and benefited from information about copyright provided by academic libraries? What policies in this area do faculty want libraries to follow? How satisfied are they with current policies? What are the demographic characteristics of faculty who have consulted attorneys about copyright issues? Which faculty go to librarians and which rely on peers for copyright advice? Which copyright issues most concern faculty? Are they more inclined to query about copyright issues related to open access? Or to issues related to making material available in their classes? The study presents specific data for faculty interest in a broad range of copyright issues, including but not limited to open access, copyright for data, issues with commercial article sharing platforms, negotiation of author contracts, use of audio-visual materials, copyright issues in citation and much more. This study is based on data from a survey of 806 higher education faculty randomly chosen from nearly 500 colleges and universities in the USA. Data is broken out by personal variables such as work title, gender, personal income level, academic discipline, age and other variables, as well as institutional indicators such as college type, enrollment size, public or private status and others. Readers can compare the copyright needs and practices of faculty in medicine to those in the social sciences, for example, or to business faculty. Also, copyright information consumption of associate professors can be compared to that for full professors, etc. etc. Just a few of this 118-page report's many findings are:Broken out by work title, associate professors had the strongest need for information about copyright26.4% of full professors sampled had ever consulted a lawyer over a copyright issue.Broken out by type of college, dissatisfaction with the services to advise or inform about copyright practices was highest at specialized colleges, such as seminaries, theater schools and other similar institutions.
Author: Primary Research Group
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This 95-page study presents highly detailed data on just how comfortable faculty library patrons are in the academic library. It helps its readers to answer questions such as: what do faculty think of the library's current COVID control efforts? How about the noise level in the library? Is the air conditioning insufficient or excessive, or just about right? How clean is the library? Is it warm enough in the library building in winter? How about library bathrooms? What would make the library more comfortable? And, overall, just how comfortable is your academic library?The study helps its readers to get at the nitty gritty issues that often impact library use but about which little systematic information is available. This unique study fills the gap.Just a few of the many findings from this report are:79.4% of respondents felt that the temperature in the academic library in winter was about right.About 7% of female respondents felt that it was too cold in the library when the air conditioning was on.African-American and Hispanic faculty were more likely than their Caucasian or Asian-origin peers to feel that the library's current COVID policies were deficient.Data in the study is based on data from a survey of 806 higher education faculty randomly chosen from nearly 500 colleges and universities in the USA. Data is broken out by personal variables such as work title, gender, personal income level, academic discipline, age and other variables, as well as institutional indicators such as college or university type or Carnegie class, enrollment size, public or private status and others.
Author:
Publisher:
ISBN: 9789798885174
Category :
Languages : en
Pages : 0
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Book Description
Author: Maria Yudkevich
Publisher: State University of New York Press
ISBN: 1438457286
Category : Education
Languages : en
Pages : 378
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Book Description
Young faculty are the future of academia, yet without attractive career paths for young academics, the future of the university is bleak. Featuring case studies from Brazil, China, France, Germany, India, Norway, Portugal, Russia, South Africa, and the United States, Young Faculty in the Twenty-First Century is the first book to analyze issues facing early-career higher education faculty in an international context. The contributors discuss how young academics are affected by contracts, salaries, the structure of careers, and institutional conditions. The analyses cover the full spectrum of the academic profession, including part-time jobs and short-term contracts, both in public and private institutions. The book also addresses what universities must do in order to attract young, qualified candidates.
Author: Kay J. Gillespie
Publisher: John Wiley & Sons
ISBN: 0470600063
Category : Education
Languages : en
Pages : 523
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Book Description
Since the first edition of A Guide to Faculty Development was published in 2002, the dynamic field of educational and faculty development has undergone many changes. Prepared under the auspices of the Professional and Organizational Development Network in Higher Education (POD), this thoroughly revised, updated, and expanded edition offers a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institutions. This essential book offers an introduction to the topic, includes twenty-three chapters by leading experts in the field, and provides the most relevant information on a range of faculty development topics including establishing and sustaining a faculty development program; the key issues of assessment, diversity, and technology; and faculty development across institutional types, career stages, and organizations. "This volume contains the gallant story of the emergence of a movement to sustain the vitality of college and university faculty in difficult times. This practical guide draws on the best minds shaping the field, the most productive experience, and elicits the imagination required to reenvision a dynamic future for learning societies in a global context." —R. Eugene Rice, senior scholar, Association of American Colleges and Universities "Across the country, people in higher education are thinking about how to prepare our graduates for a rapidly changing world while supporting our faculty colleagues who grew up in a very different world. Faculty members, academic administrators, and policymakers alike will learn a great deal from this volume about how to put together a successful faculty development program and create a supportive environment for learning in challenging times." —Judith A. Ramaley, president, Winona State University "This is the book on faculty development in higher education. Everyone involved in faculty development—including provosts, deans, department chairs, faculty, and teaching center staff—will learn from the extensive research and the practical wisdom in the Guide." —Peter Felten, president, The POD Network (2010–2011), and director, Center for the Advancement of Teaching and Learning, Elon University
