Professional health of instructor-officers with different service experience.

OBJECTIVE: Aim: To investigate the levels and indicators of professional deformation in instructor-officers with different service experience as a negative factor in their professional health. PATIENTS AND METHODS: Materials and Methods: The research, which was conducted in 2022-2023, involved 136 instructor-officers of the National Academy of Internal Affairs aged 25-55 years with different service experience (up to 5 years - 21 people, 5-10 years - 45 people, 10-15 years - 42 people, over 15 years - 28 people). RESULTS: Results: The dynamics of the levels of professional deformation in instructor-officers of higher educational institutions depending on the experience of their service activities have been determined, and the peculiarities of the manifestation of key professional and psychological indicators that affect their professional health in the course of their service activities have been revealed. CONCLUSION: Conclusions: Professional deformation can be manifested at the initial, middle, and deep levels. The experience of service activities makes adjustments to the formation of professional deformation in instructor-officers because deformational changes in personality occur under the constant influence of the conditions of the profession. With the increase in experience, they become more adapted to stressful phenomena and tense situations of service activities, but the degree of desire to change the type of activity increases. The decrease in proactive attitude and selectivity of contacts during the performance of professional tasks is often accompanied by exhaustion, which indicates a progressive tendency to the development of deformational changes in instructor-officers.

Health sciences faculty publication patterns and related information-seeking behavior.

Objectives: This study aims to explore how health science faculty publication patterns at a large public research university have changed over time and examine how productivity relates to their information-seeking behavior and perception of the academic library. Methods: Two datasets were utilized: one consisted of publication records of health sciences faculty spanning a 15-year period, while the other was from a faculty survey exploring faculty's perception of and satisfaction with library resources and services related to their research. Results: Health sciences faculty publication patterns have changed over time, characterized by greater productivity, collaboration, and use of literature in their publications. Faculty's literature use correlates with productivity, as evidenced by both datasets. The survey revealed that faculty with more publications tend to rely more on online journals and Interlibrary Loan (ILL). Similarly, the publication data indicated that less productive faculty tended to use fewer references in their publications. Discussion: The publication data and survey results offer valuable insights into the health sciences faculty's information-seeking behavior and productivity. Online access to information has been effective in facilitating use of information, as indicated by the greater incorporation of references in publications. Conclusion: The study highlights the changing publication patterns and productivity of health sciences faculty, as well as the role academic libraries play in supporting their research and publishing activities. Although multiple variables influence faculty access to and use of information, faculty attitudes towards the library and use of the library are related to faculty research and productivity.

The impact of work pressure on decision-making effectiveness among department heads in faculties of educational sciences.

This study explores the dynamics of work pressure and decision-making effectiveness among university department heads within the context of Middle Eastern higher education. It aims to address a significant gap in the literature by answering five key questions: (1) What level of work pressure do department heads face as perceived by faculty members? (2) Does work pressure vary based on gender or years of experience? (3) How effective are department heads in decision-making? (4) Are there differences in decision-making effectiveness related to gender, university affiliation, or experience? (5) Is there a correlation between work pressure and decision-making effectiveness? A quantitative correlational research design was employed, gathering data from a questionnaire distributed to 205 faculty members. Correlational descriptive analysis revealed that department heads are subjected to high levels of work pressure but maintain a high level of decision-making effectiveness. However, significant differences in decision-making effectiveness were noted, with female faculty members performing better regardless of university affiliation or experience. A pronounced correlation was found between the intensity of work pressure and decision-making efficacy. The study underscores that department heads are under considerable work pressure, which could affect their productivity and, crucially, their decision-making processes. Universities are encouraged to take proactive steps to mitigate these pressures and promote a supportive, low-stress environment. Future research could extend this work by employing qualitative methods, including interviews and observations.

Translation and interpreting teachers' perceptions of dilemma and needs in their professional development.

Since Chinese universities launched the postgraduate program of the Master of Translation and Interpreting (MTI) in 2007, approximately 300 high education institutions in China have been authorized to offer the MTI program. Behind the drastic springing-up of MTI programs during the decade, MTI teachers' professional development draws the attention of MTI administrators and researchers. This study adopted a mixed-method of a large-scale survey among 514 MTI teachers across China and a qualitative interview study of seven participants and discussed MTI teachers' perceptions of dilemmas and inner-world needs in their professional development. The findings indicate that MTI teachers' dilemmas arise from the contradiction and entanglement in three mutually repulsive sectors of their professional development, i.e., teaching, research, and translation/interpreting practice, which hinder their professional development. And on the basis of the analysis, the present study proposes a synchronized "three-in-one" mechanism model with encouraging policies and environments as lubricant for the sustainable development of MTI teachers in the future, and it is hoped that this empirical research would provide some practice implications for the professional development of translation and interpreting teachers in China and beyond.

Utilizing mentorship education to promote a culturally responsive research training environment in the biomedical sciences.

There is an urgent and compelling need for systemic change to achieve diversity and inclusion goals in the biomedical sciences. Because faculty hold great influence in shaping research training environments, faculty development is a key aspect in building institutional capacity to create climates in which persons excluded because of their ethnicity or race (PEERs) can succeed. We present a mixed methods case study of one institution's efforts to improve mentorship of PEER doctoral students through mentorship education workshops for faculty. These workshops were one strategy among others intended to improve graduate trainees' experiences, and positively affect institutional climate with respect to racial and ethnic diversity. Surveys of 108 faculty mentors revealed that about 80% overall agreed or strongly agreed with the value of culturally responsive mentoring behaviors but about 63% overall agreed or strongly agreed that they were confident in their ability to enact those behaviors. Through a series of three focus groups, PEER doctoral students reported that they noticed mentors' efforts to address cultural diversity matters and identified some guidance for how to approach such topics. We discuss future directions and implications for using mentorship education to activate systemic change toward inclusive research training environments and promoting the value of mentorship within institutions.

Inclusive Excellence: A Roadmap to Cultivating Belonging for Faculty of Color in Physical Therapy Education.

ABSTRACT: Cultivating a sense of belonging among faculty of color decreases feelings of isolation and marginalization, translating to increased job satisfaction and retention. This roadmap for cultivating a sense of belonging for faculty of color highlights the following critical strategies: (1) adopting inclusive leadership practices, (2) understanding professional and personal identities, (3) mitigating cultural taxation, (4) minimizing microaggressions and racism, (5) providing mentorship, and (6) prioritizing acculturation over assimilation. By following this roadmap, physical therapy programs can work toward cultivating a greater sense of belonging for faculty of color, enabling them to thrive in their roles and feel valued and respected as integral members of the academic community.

Factors Influencing Intent to Stay for Faculty in Physical Therapist Education Programs: A Mixed-Methods Analysis.

INTRODUCTION: In May 2022, the American Council of Academic Physical Therapy announced a "nationwide shortage of faculty" in entry-level Doctor of Physical Therapy (DPT) programs across the country. As the number of physical therapist education programs continue to grow, concerns with faculty shortages increase. REVIEW OF LITERATURE: Research on reasons faculty stay in entry-level DPT programs is limited. With a nation-wide shortage of faculty and the continued growth of DPT programs across the country, more investigation into faculty retention is warranted. SUBJECTS: Two hundred forty-four participants responded to the quantitative survey. Ten program directors (PD) and 10 faculty members (FM) completed a qualitative interview through Zoom. METHODS: This mixed-methods design included a quantitative survey across 264 accredited DPT programs followed by 20 qualitative online interviews. Multiple regression was completed for the data analysis, and a phenomenological approach was used to explore perceptions of job satisfaction and organizational commitment on intent to stay. RESULTS: Two hundred thirty-six subjects (mean age = 50.04 ± 9.54 years; males = 63, females = 173; PD = 55, FM = 180) were included in the analysis. The multiple regression model significantly predicted intent to stay for all participants, F(9,211) = 12.43, P < .001; adj R2 = .32. Commitment to the organization was the greatest predictor of intent to stay, ß = 0.61, t(0.622) = 5.05, P < .01. Three themes with 6 subthemes emerged from the qualitative analysis, the impact of leadership, making a commitment, and the Covid crisis. CONCLUSION AND DISCUSSION: Encouraging leadership to focus on structural factors such as striving to establish FMs as part of the departmental team, allowing autonomy and flexibility in the teaching role, building transparency and openness with communication, and focusing on realistic and equitable workloads could potentially increase intent to stay for faculty in entry-level DPT programs.

Epistemic exclusion: A theory for understanding racism in faculty research evaluations.

Despite institutional efforts, growth in the number of faculty of color has largely plateaued, limiting research innovation and other benefits of diversity. In this article, we seek to understand structural barriers to faculty equity by (a) detailing a theory of epistemic exclusion within academia and (b) applying the theory of epistemic exclusion to the specific context of faculty departmental reviews of scholarly research (e.g., annual review, promotion and tenure review). Epistemic exclusion is a form of scholarly devaluation that is rooted in disciplinary biases about the qualities of rigorous research and identity-based biases about the competence of marginalized group members. These biases work in tandem to systemically and disproportionately exclude marginalized scholars (e.g., people of color, women) from the academy. In the context of faculty departmental reviews, epistemic exclusion can happen in formal systems of evaluation through criteria, metric, and application exclusion. It can also occur informally during interpersonal interactions and communications through legitimacy, contribution, and comprehension exclusion. In this article, we detail each of these types of exclusion, how they may interact with each other, and their consequences. We assert that epistemic exclusion threatens the diversification of academia and offer suggestions for equitable evaluation practices and reducing epistemic exclusion within higher education broadly. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cohort scheduling of freshman exercise physiology majors improves social integration and perceptions of faculty but not academic performance.

Cohort scheduling intentionally places students in the same sections of several classes (e.g., biology, algebra, and writing) with a consistent peer group and is typically done for small groups (<30 students) to enable better interaction among students. The goal of this study was to compare cohort scheduling to traditional scheduling methods among freshmen in a physiology-related program. Outcomes included retention to the university and major, semester grades, and institutional integration and perceived group cohesion. Incoming freshmen (n = 209) were randomized into control (n = 43; scheduled with traditional methods) and intervention (n = 166; coenrolled in first-year seminar course, biology, and medical terminology) groups. Outcomes were collected via surveys or requested from the university registrar. There was no significant difference in the likelihood of retention to the university or major and no differences between groups in pass/fail rates for the first-year seminar or biology courses. At the end of the semester, there were no differences between groups in Perceived Cohesion for Small Groups (P = 0.102) or the Institutional Integration Scale (P = 0.357). However, the intervention group scored higher on the Institutional Integration Scale's subscales related to social integration and faculty. Cohort scheduling did not impact retention to the university or major but improved secondary outcomes related to retention, specifically social integration and student perceptions of faculty.NEW & NOTEWORTHY Compared with traditional scheduling methods, cohort scheduling freshman in physiology programs does not improve retention but improves students' social integration and perceptions of faculty.

Gender differences, academic patenting, and tenure-track reform in China: Evidence from life sciences at elite universities.

This study is the first to examine the gender gap in academic patenting among faculty members in Chinese universities, a critical issue for the sustainable development of scientific research and innovation. Using a unique dataset that includes the patenting activities and professional status of 1,836 faculty members in life science-related departments at 36 top Chinese universities, this research reveals an evolving landscape of patenting dynamics. The trend of male faculty members leading in the annual number of patent applications and patents granted has shifted among newly graduated faculty members. Female faculty submit and receive their first patent applications significantly earlier than male faculty. However, male faculty are more likely to be lead inventors, and this gender gap remains difficult to close, with female faculty more likely to be supporting inventors. This research is contextualized within the broader framework of China's university tenure reform and the growing presence of women in the life sciences. While progress is evident, the study uncovers persistent systemic barriers that prevent women from fully translating their research into patentable innovations. By identifying these social and institutional barriers, our study not only sheds light on the gender gap, but also suggests policy measures to promote gender equity in scientific innovation, making it a critical read for policymakers and academic leaders.

The effectiveness of faculty development programs for training university professors in the health area: a systematic review and meta-analysis.

BACKGROUND: The growing discussion on teacher development focuses on diversified educational skills that promote knowledge and innovation in the teaching, learning and assessment process. With the Covid-19 scenario, this picture of necessary changes has become more evident, demonstrating the need for professional preparation to work in teacher development. The aim of the study was to analyze the effectiveness of teacher development programs for the training of university teachers in the health area, through a systematic review and meta-analysis. METHODS: The systematic review and meta-analysis were carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and involved searching five databases - PubMed-Medline, Education Resource Information Center (ERIC), SCOPUS, Embase and Web of Science. The review included randomized clinical trials and cohort studies that addressed the effectiveness of teaching professionalization in the health area for university professors. The quality of the selected studies was assessed based on the evaluation criteria of the Joanna Briggs Institute tool. The random effects meta-analysis method was used to explain the distribution of effects between the studies, using Stata® software (version 11.0) and publication bias was examined by visual inspection of the graphs and Egger's test. RESULTS: We included 12 studies in the systematic review and 8 in the meta-analysis. These studies were published between 1984 and 2022 in 14 countries. Significant changes were reported in teachers' behavior to stimulate and encourage students, improvement in the quality of teaching and teaching staff, as well as improvement in skills such as leadership and self-evaluation. Furthermore, the result of the meta-analysis showed that there is evidence of the effectiveness of the positive effects of teacher development programs after their implementation, with this effect being 1.70% and an increase of 4.75 in the effect of these teacher development programs. CONCLUSION: Our study shows that development programs have been implemented in different countries and contexts, all of which have proven to be effective in the short, medium and long term. We recommend that future research focus specifically on the different competencies that have been acquired following the implementation of these programs.

Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion.

At many research-intensive universities in North America, there is a disproportionate loss of minoritized undergraduate students from Science, Technology, Engineering, and Mathematics (STEM) majors. Efforts to confront this diversity, equity, and inclusion (DEI) challenge, such as faculty adoption of evidenced-based instructional approaches that promote student success, have been slow. Instructional and pedagogical change efforts at the academic department level have been demonstrated to be effective at enacting reform. One potential strategy is to embed change agent individuals within STEM departments that can drive change efforts. This study seeks to assess whether tenure-track, teaching-focused faculty housed in STEM departments are perceived as influential on the instructional and pedagogical domains of their colleagues. To answer this, individuals across five STEM departments at large, research-intensive campuses identified faculty who were influential upon six domains of their instruction and pedagogy. Social network analysis of individuals in these departments revealed heterogeneity across the instructional domains. Some, like the teaching strategies network, are highly connected and involve the majority of the department; while others, like the DEI influence network, comprise a significantly smaller population of faculty. Importantly, we demonstrate that tenure-track, teaching-focused faculty are influential across all domains of instruction, but are disproportionately so in the sparsely populated DEI influence networks.

The power of junior faculty mentoring committees.

Junior faculty mentoring committees have important roles in ensuring that faculty thrive and adjust to their new positions and institutions. Here, we describe the purpose, structure, and benefits of junior faculty mentoring committees, which can be a powerful tool for early-career academic investigators in science, technology, engineering, mathematics, and medical (STEMM) fields. There is a paucity of information about what mentoring committees are, how to use them effectively, what areas they should evaluate, and how they can most successfully help junior faculty progress in their careers. This work offers guidance for both junior faculty mentees and mentoring committee members on how to best structure and utilize mentoring committees to promote junior faculty success. A better understanding of the intricacies of the mentoring committee will allow junior faculty members to self-advocate and will equip committee mentors with tools to ensure that junior faculty are successful in thriving in academia.

Impact of staff training on university productivity through job satisfaction: A study of ISO 9001- certified institutions.

The study examines the influence of staff training on university productivity through the job satisfaction of academic and administrative staff in ISO 9001-certified universities in Pakistan, utilizing a quantitative research approach. Data were gathered through online surveys using purposive sampling from academic and administrative staff, with analysis performed using SmartPLS-4. The results indicate that staff training significantly influences both job satisfaction and university productivity, with job satisfaction serving as a significant mediator. This research contributes to scholarly discourse by validating Organizational Learning Theory in ISO 9001-certified universities, highlighting the enhancement of productivity and job satisfaction through ISO 9001-aligned staff training. It also underscores the influence of QMS on employee attitudes and university productivity, highlighting the significance of ISO 9001 implementation, specifically through staff training, in university operations. Practical implications include recommendations for policymakers, administrators, and quality managers to prioritize ISO 9001-focused training to boost productivity and certification success, foster a culture of continuous learning, and improve educational quality and organizational outcomes. However, limitations such as the study's cross-sectional design, purposive sampling, and focus on specific universities in Pakistan may limit generalizability. Future research should explore novel approaches to understanding factors influencing job satisfaction among academic and administrative staff to enhance productivity in ISO 9001-certified universities worldwide.

Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.

Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE.

Gendered hiring and attrition on the path to parity for academic faculty.

Despite long-running efforts to increase gender diversity among tenured and tenure-track faculty in the U.S., women remain underrepresented in most academic fields, sometimes dramatically so. Here, we quantify the relative importance of faculty hiring and faculty attrition for both past and future faculty gender diversity using comprehensive data on the training and employment of 268,769 tenured and tenure-track faculty rostered at 12,112U.S. PhD-granting departments, spanning 111 academic fields between 2011 and 2020. Over this time, we find that hiring had a far greater impact on women's representation among faculty than attrition in the majority (90.1%) of academic fields, even as academia loses a higher share of women faculty relative to men at every career stage. Finally, we model the impact of five specific policy interventions on women's representation, and project that eliminating attrition differences between women and men only leads to a marginal increase in women's overall representation-in most fields, successful interventions will need to make substantial and sustained changes to hiring in order to reach gender parity.

Mock Board Exam Writing Groups in Physician Assistant Education: A Method to Enhance Curriculum and Mentor Junior Faculty.

ABSTRACT: Ensuring students are prepared for the Physician Assistant National Certification Exam (PANCE) is an institutional priority for all physician assistant programs. While many factors predicting PANCE performance have been investigated, exploration and discussions of interventions to improve PANCE performance are limited. Repeated exposure to board-style questions has been shown to improve board scores in similar populations. Currently, existing question banks cannot be used to generate secure summative examinations, and commercial question banks may perpetuate inequitable access among physician assistant (PA) students. To address this issue, the University of Oklahoma Physician Assistant program used a community of practice model to create a mock board exam writing group. The group was created to facilitate the development of 9 PANCE-style exams to bolster students' clinical preparedness and PANCE performance. These writing groups also provided a platform for junior faculty to receive feedback and guidance from senior colleagues, thus facilitating and promoting mentorship. This article highlights the potential benefits of mock board exam writing groups in PA education and provides insight into their development and implementation.

"I feel like I'm changing people's lives, even if it's just two hours at a time": Understanding contingent instructors' emotion management in university teaching.

This article extends existing scholarship on contingent or temporary-contract university instructors' emotional agency by employing the Bolton's emotion management and Cottingham's emotional capital typologies in tandem. In interviews with 40 instructors from universities across Canada, participants described acquiring both primary and secondary emotional capital as an embodied psychosocial resource through past education, upbringing and culture, and knowledge and skills from previous work and training experiences respectively. They then deployed this capital through emotion management based in both social and organizational feeling rules in their capacity as professors. This allowed instructors to reinforce their own sense of purpose, authority and competence as instructors, and to establish fulfilling relationships with students through teaching and mentoring which they infused with personal meaning. However, instructors' agency was also curtailed to varying degrees, by both institutional attitudes around academic contingency and sexist, and in some cases, racist or otherwise patronizing attitudes from students. Despite this, instructors were often able to reaffirm their identities as instructors by using emotion management in self-affirming ways, such as by drawing on self-confidence gained through previous occupations and training, and facilitating cultural backgrounds shared with students through emotional management.

Cet article élargit la recherche existante sur l'agence émotionnelle des enseignants universitaires occasionnels ou temporaires en utilisant les typologies de la gestion des émotions de Bolton et du capital émotionnel de Cottingham en tandem. Lors d'entretiens avec 40 enseignants d'universités canadiennes, les participants ont décrit l'acquisition d'un capital émotionnel primaire et secondaire en tant que ressource psychosociale incarnée, grâce à l'éducation et à la culture antérieures, ainsi qu'aux connaissances et aux compétences acquises lors d'expériences de travail et de formation antérieures, respectivement. Ils ont ensuite déployé ce capital à travers une gestion des émotions basée sur des règles sociales et organisationnelles en tant qu'instructeurs. Cela a permis aux instructeurs de renforcer leur propre sentiment d'utilité, d'autorité et de compétence en tant qu'instructeurs, et d'établir des relations épanouissantes avec les étudiants grâce à un enseignement et un mentorat, auxquels ils ont donné un sens personnel. Cependant, l'action des instructeurs a également été limitée à des degrés divers par les attitudes institutionnelles concernant les contingences académiques et les attitudes sexistes et, dans certains cas, racistes ou condescendantes de la part des étudiants. Malgré cela, les instructeurs ont souvent été en mesure de réaffirmer leur identité d'instructeurs en utilisant la gestion des émotions de manière à s'affirmer, par exemple en s'appuyant sur la confiance en soi acquise grâce à des professions et des formations antérieures, et en facilitant les contextes culturels partagés avec les étudiants par le biais de la gestion des présentations.