The purpose of this quantitative study was to provide a valid and reliable instrument that can be used to collect radiologic science faculty members' perceptions of online education. Using a survey modified from an existing study, data were collected concerning faculty perceptions of online education in radiologic sciences. R was used to analyze the survey data through exploratory factor analysis, confirmatory factor analysis, short form optimization, and weighted multiple regression analysis to produce an instrument that exhibits both content and construct validity, is reliable, and is a shortened, optimized version of the original instrument. The findings are discussed and recommendations for future research are provided to begin work broadening this under-researched area in the field of radiologic sciences.

Research has been conducted on the effectiveness of mobile devices in education; however, few scholars have addressed how faculty members perceive the use of mobile devices in the classroom. Mobile devices in higher education have the potential to support innovative teaching modalities. The purpose of this qualitative case study was to explore faculty perceptions of using the mobile device as an instructional aid in a higher educational institution in the United Arab Emirates (UAE). The conceptual framework was Zhao and Frank's metaphorical use of ecology and the ecosystem. Three research questions focused on faculty members' perceptions of uses, challenges, and cultural effects of integrating mobile devices into teaching. A purposeful sampling method was used to find participants for the study. Criterion based logic, semistructured, face-to-face interviews were conducted to collect data from 8 full-time, expatriate faculty members (4 from the federal university and 4 from the private university of UAE) teaching in UAE for at least 2 years who were avid users of mobile technology for classroom instruction. Interviews were transcribed, and the data were coded to identify patterns and major themes. The results showed that faculty used mobile devices for instructional purposes, increasing engagement, improving collaboration and pedagogical practices, and promoting UAE culture. Faculty also reported challenges with mobile technology such as distraction and cheating. The results of the study can lead to a positive social change by guiding higher education faculty on how to improve the status quo and assist in planning pedagogy and facilitating mobile-enhanced learning environments.

The purpose of this study was to explore the relationship between faculty perceptions, selected demographics, implementation of elements of transactional distance theory and online web-based course completion rates. This theory posits that the high transactional distance of online courses makes it difficult for students to complete these courses successfully; too often this is associated with low completion rates. Faculty members play an indispensable role in course design, whether online or face-to-face. They also influence course delivery format from design through implementation and ultimately to how students will experience the course. This study used transactional distance theory as the conceptual framework to examine the relationship between teaching and learning strategies used by faculty members to help students complete online courses. Faculty members’ sex, number of years teaching online at the college, and their online course completion rates were considered. A researcher-developed survey was used to collect data from 348 faculty members who teach online at two prominent colleges in the southeastern part of United States. An exploratory factor analysis resulted in six factors related to transactional distance theory. The factors accounted for slightly over 65% of the variance of transactional distance scores as measured by the survey instrument. Results provided support for Moore’s (1993) theory of transactional distance. Female faculty members scored higher in all the factors of transactional distance theory when compared to men. Faculty number of years teaching online at the college level correlated significantly with all the elements of transactional distance theory. Regression analysis was used to determine that two of the factors, instructor interface and instructor-learner interaction, accounted for 12% of the variance in student online course completion rates. In conclusion, of the six factors found, the two with the highest percentage scores were instructor interface and instructor-learner interaction. This finding, while in alignment with the literature concerning the dialogue element of transactional distance theory, brings a special interest to the importance of instructor interface as a factor. Surprisingly, based on the reviewed literature on transactional distance theory, faculty perceptions concerning learner-learner interaction was not an important factor and there was no learner-content interaction factor.

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Student academic entitlement behavior is a problem within the United States' higher education system. This behavior could affect student learning, harm institutional reputation, and inflict undue pressure on faculty. The purpose of this qualitative case study was to understand what faculty members identify as the causes and the implications of student academic entitlement behavior and the actions needed to inhibit the behavior. The work was supported by applying Morrow's conceptual framework that suggests student academic entitlement behavior challenges academic achievement. Completed at a for-profit university in the southern United States, the research questions of this study examined the faculty members' perceptions of student academic entitlement behavior. Data were collected from semi-structured interviews with a purposeful sample of 12 participants and analyzed using an eclectic coding method. The faculty acknowledged that some students enter the university with academic entitlement tendencies; however, the faculty perceived institutional practices and policies that sanctioned student consumerism as a primary enabler of the behavior. Emerged findings suggested an endorsement of learning-focused efforts, including explicit expectations of students, admittance practices, and andragogical professional development for the faculty to assist in curtailing the behavior. The findings of this study are presented in a position paper and afford an opportunity for social change by offering the faculty members' perceptions of a potentially damaging behavior. The findings are significant for educators who seek to initiate a conversation about the relationship between student academic entitlement behavior and institutional practices and how to inhibit the behavior within the institutional community.

Student academic entitlement behavior is a problem within the United States' higher education system. This behavior could affect student learning, harm institutional reputation, and inflict undue pressure on faculty. The purpose of this qualitative case study was to understand what faculty members identify as the causes and the implications of student academic entitlement behavior and the actions needed to inhibit the behavior. The work was supported by applying Morrow's conceptual framework that suggests student academic entitlement behavior challenges academic achievement. Completed at a for-profit university in the southern United States, the research questions of this study examined the faculty members' perceptions of student academic entitlement behavior. Data were collected from semi-structured interviews with a purposeful sample of 12 participants and analyzed using an eclectic coding method. The faculty acknowledged that some students enter the university with academic entitlement tendencies; however, the faculty perceived institutional practices and policies that sanctioned student consumerism as a primary enabler of the behavior. Emerged findings suggested an endorsement of learning-focused efforts, including explicit expectations of students, admittance practices, and andragogical professional development for the faculty to assist in curtailing the behavior. The findings of this study are presented in a position paper and afford an opportunity for social change by offering the faculty members' perceptions of a potentially damaging behavior. The findings are significant for educators who seek to initiate a conversation about the relationship between student academic entitlement behavior and institutional practices and how to inhibit the behavior within the institutional community.

abstract: ABSTRACT Faculty and staff can create barriers by not understanding their role in student success. This study began with an artifact analysis of 20 documents to better understand how faculty and staff at Concordia University Texas were operationalizing student success. The results of the artifact analysis showed a lack of recorded dialogue around student success at regular business meetings, as well as pattern of deficit language approach to policy and procedure in the student handbooks Next, this study evaluated the impacts of using a Community of Practice as a change agent to help faculty and staff better understand their roles in student success and specifically to establish a definition of student success. Using a mixed method, action research approach, results showed that the Community of Practice was successful in terms of transfer or knowledge and creating a sense of purpose for participants regarding their role in student success. Results showed that participating in a Community of Practice was successful in helping faculty and staff not only understand their own role in student success, but understand their place among others in the unified goal to help students succeed. The Community of Practice participants completed the research with a better understanding of how and why collaborating with different departments enables faculty and staff to better help students. Additionally, the participants concluded that a visual reminder of student success (figurines, students stories, student pictures) ensured that student success was the first thing they thought about when completing their daily work. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members’ answers indicated that a lack of time and administrative support created barriers to teaching online learning courses. Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years. Keywords : online education, dental education, web-based learning, distance learning, e-learning, faculty perception.

The call to better prepare nurses in safety and quality performance resulted from the concern of the Institute of Medicine regarding egregious gaps and errors in U.S. hospitals that resulted in serious injuries and patient deaths. Quality and safety education for nursing (QSEN) competencies were set forth in 2005 to enhance nursing curricula and nursing students' preparation for practice; however, QSEN's integration and implementation have been gradual and inconsistent. This qualitative interpretive study was guided by Senge's principles of the learning organization and Benner's professional development model. Using face-to-face interviews, the perspectives of 9 full-time nursing faculty members at 2 private nursing colleges in the Northeast United States were obtained about QSEN integration into their curriculum. Data analysis employed the use of open in vivo coding, categorizing, and the formation of themes. The results indicated that QSEN integration was perceived as complex and daunting due to faculty's limited knowledge about QSEN, lack of adequate preparation to develop and employ instructional strategies, lack of adequate time to teach, and limited learning opportunities at clinical sites to develop competencies such as teamwork and collaboration and informatics. Meaningful reform in nursing education may occur as leaders engage faculty members in meaningful dialogue to better understand the complexity and challenges of QSEN integration, including faculty members' needs for successful implementation. Nursing students may then be better trained to understand the nature and consequences of human and system errors and appreciate higher standards of care that will result in a decrease in preventable injuries, medication errors, and patient deaths.