Objective. To determine the perceptions of junior pharmacy faculty members with US doctor of pharmacy (PharmD) degrees regarding their exposure to residency, fellowship, and graduate school training options in pharmacy school. Perceptions of exposure to career options and research were also sought. Methods. A mixed-mode survey instrument was developed and sent to assistant professors at US colleges and schools of pharmacy. Results. Usable responses were received from 735 pharmacy faculty members. Faculty members perceived decreased exposure to and awareness of fellowship and graduate education training as compared to residency training. Awareness of and exposure to academic careers and research-related fields was low from a faculty recruitment perspective. Conclusions. Ensuring adequate exposure of pharmacy students to career paths and postgraduate training opportunities could increase the number of PharmD graduates who choose academic careers or other pharmacy careers resulting from postgraduate training.

Objectives. To develop and validate an instrument to assess subjective ratings of the perceived value of various postgraduate training paths followed using expectancy-value as a theoretical framework; and to explore differences in value beliefs across type of postgraduate training pursued and type of pharmacy training completed prior to postgraduate training. Methods. A survey instrument was developed to sample 4 theoretical domains of subjective task value: intrinsic value, attainment value, utility value, and perceived cost. Retrospective self-report methodology was employed to examine respondents’ (N=1,148) subjective task value beliefs specific to their highest level of postgraduate training completed. Exploratory and confirmatory factor analytic techniques were used to evaluate and validate value belief constructs. Results. Intrinsic, attainment, utility, cost, and financial value constructs resulted from exploratory factor analysis. Cross-validation resulted in a 26-item instrument that demonstrated good model fit. Differences in value beliefs were noted across type of postgraduate training pursued and pharmacy training characteristics. Conclusions. The Postgraduate Training Value Instrument demonstrated evidence of reliability and construct validity. The survey instrument can be used to assess value beliefs regarding multiple postgraduate training options in pharmacy and potentially inform targeted recruiting of individuals to those paths best matching their own value beliefs.

A Study of Research and Publishing Patterns among University Faculty Members in Taiwan Huei-Yu Huang Abstract The main purposes of this study were (a) to investigate if the research and publishing patterns of university faculty members in Taiwan indicates the educational dependency phenomenon; and (b) to compare if the research and publishing patterns of the faculty with different variables (including gender, the country where faculty members acquired the highest degree, rank, years of service in university, career orientation, reputation of the departments and organizational context, academic discipline, and time spent on research or instruction) has significant differences. The subjects of this study consisted of the active researchers in natural science, social science and art & humanities in the past 3 years (1999~2001), and these subjects were selected from the local and foreign citation database of SCI, SSCI, A&HCI, TSCI, TSSCI,and THCI. Through the survey of paper and cyber questionnaire of The Survey on the Research and Publishing Patterns among University Faculty Members in Taiwan, 329 samples responded. Most analysis methods were descriptives, t-test, chi-square test, and one-way ANOVA. The findings and conclusions of this study were as follows: 1. The publishing preference of university faculty members in Taiwan indicated a center-periphery phenomenon that the educational dependency theory suggested. The research findings were published mainly in journals issued in western countries. Besides, the academic journals were also their first choice to make their research finding public. 2. The literature citation preference of faculty members in Taiwan revealed a center-periphery phenomenon that the educational theory suggested. The literature written in English and academic journals have been the main source for citation. 3. The local and foreign academic publishers did not discriminate non-resident scholars or non-local subjects during their review processes; while it was usually an effective tactics to co-work with foreign scholars or to follow the mainstream issues in order to have the academic papers successfully published. 4. The faculty members in Taiwan commonly had the attitudes of endorsing the local citation index database. However, most subjects still deemed the journals of foreign database as the preferred sources of reference in their promotion processes of professorial ranks, and insisted on submitting their papers to foreign journals. 5. The research and publishing patterns of the faculty members with different variables (including gender, the country where faculty members acquired the highest degree, rank, years of service in university, career orientation, reputation of the departments and organizational context, academic discipline, and time spent on research or instruction) had significant differences. Finally, some suggestions were proposed by the researcher for related institutions, faculty members, and further studies.

Organizational researchers focus on group level variables such as organizational climate and organizational structure. The purpose of the current meso-level study is to examine the effects of the structure of an academic department on faculty members' job performance, job satisfaction, and prevalence of counterproductive work behavior (CWB), or harmful behaviors while at work. The sample consisted of 1135 full time faculty members working in 229 academic departments throughout the United States and Canada. Results of the study suggested that faculty members working in a more organically structured department report higher levels of job satisfaction. Additionally, productive faculty members working in more organically structured departments commit fewer instances of abusive behaviors than productive faculty members working in more mechanistically structured departments. The implications as well as limitations of the study are discussed.

This study examines perceptions of 12 full-time non-tenure track faculty members about their professional and academic selves in a research-intensive university. A phenomenological approach is used to gain insight into the complexities of the experience of being a full-time faculty member, off the tenure-track, whose primary responsibility is teaching within a research-intensive institution. The notion of tenurestream as the only desired path to being an academic is challenged by these faculty members’ understanding of their identities. This researcher considers how professional identities may be understood and suggests that the meanings and values these faculty members attach to their professional roles may be embedded in their perceptions of how their role fits within the department. Throughout this qualitative inquiry, the perspectives of these faculty members are positioned as a primary source of data about the experience of being a full-time non-tenure track faculty member. By using a phenomenological approach and taking a constructivist perspective this researcher finds that extant theories that view this population through a deficit model are inaccurate. Additionally, essentialist and homogenizing descriptions of this population are also found to be insufficient. A qualitative analysis suggests the viability of an alternative description of this population, one which reflects the nuanced view of professional identity these participants expressed. Based on structural categories adapted from Martin’s (2002) three perspective view of organizational culture, their perceptions are categorized according to the congruence expressed between their social identity and their professional role. Perceptions shared about their departmental culture are similarly categorized which provides insight about the influence of policies, practices, and collegial interactions on professional lives.

The purpose of this study was to investigate job satisfaction of full-time faculty members at a large multi-purpose university in relation to gender, rank, and types of activity. The population consisted of 664 full-time faculty members at North Texas State University during the spring semester, 1984. The questionnaire consisted of two parts, the Job Descriptive Index and The Faculty Data Sheet. The theoretical basis of the study was Herzberg's theory of Motivation-Hygiene.

O objetivo final deste trabalho é descrever e analisar o perfil do corpo docente do curso de Ciências Contábeis das universidades federais brasileiras, e conseqüentemente avaliar as perspectivas para adoção da Educação a Distância, uma vez que esta se apresenta como um instrumento de grandes potencialidades e expectativas, capaz de melhorar a formação e qualificação tão criticada dos professores do curso de Contabilidade. A necessidade de compreender o perfil do aluno, nesta pesquisa, o próprio corpo docente do curso de Ciências Contábeis, surge como elemento antecedente que deve ser considerado no momento em que se pretende desenvolver programas de Educação a Distância. Este perfil, bem como as perspectivas para adoção da EAD foram obtidas pela descrição, análise e avaliação de dados primários e secundários. Os resultados da pesquisa indicam que os docentes do curso de Ciências Contábeis têm um perfil favorável a implantação da educação a distância, uma vez que 91% destes estão dispostos a atualizar seus conhecimentos por meio de cursos a distância, 86% acreditam que esses cursos poderão melhorar a sua qualificação, 83% dos que se dispõem a participar de programas de EAD possuem entre uma a duas horas diárias para dedicar-se aos cursos, a maioria tem acesso a alguns dos meios necessários para a realização da educação a distância, etc. Diante do perfil dos professores do curso de Ciências Contábeis das universidades federais brasileiras, conclui-se que as perspectivas para a educação a distância são as melhores possíveis, pois há para sua adoção receptividade, credibilidade, demanda, disponibilidade de tempo, acesso aos meios, experiências positivas, expectativas acentuadas e conhecimentos elevados sobre assuntos da área. / The main goal of this research is to describe and analyze the profile of Brazilian federal university accounting faculty members, and consequently evaluate the prospects for implementing Distance Education, given that it presents itself as an instrument of great potential and expectations, capable of improving the preparation and qualifications so frequently criticized of accounting faculty members. The need of understanding the profile of the student, in this research the accounting faculty members, emerges as a preceding element that should be considered at the moment in which development of Distance Education programs is desired. This profile, as well as prospects for implementing Distance Education were obtained by the description, analysis and evaluation of primary and secondary data. The results of this research indicate that the accounting faculty members have a favorable profile for the implementation of Distance Education, given that 91% of them are willing to update their knowledge by means of distance courses, 86% believe that these courses can improve their qualifications, 83% of those willing to participate in Distance Education programs dispose from one to two hours per day to dedicate to the courses, the majority have access to some of the means necessary for the use of Distance Education, etc. According to the profile of Brazilian federal university accounting faculty members, it is concluded that Distance Education prospects are the best possible, because there is receptivity for its implementation, credibility, demand, availability of time, access to means, positive experiences, high expectations and elevated knowledge of the areas subjects.

Doctor of Philosophy / Curriculum and Instruction Programs / David S. Allen / Haijun Kang / Using technology effectively has been proven to enhance education. The status quo in Saudi Arabia reflects low-level usage of technology in K-12 classrooms. Preparing 21st Century teachers to integrate technology in their future classrooms for meaningful learning requires College of Education faculty to model using technology effectively. This study investigated the technology integration practices of faculty members in the College of Education at Taibah University, particularly to what extent these practices are aligned with ISTE NETS-T standards and what factors predict these practices. Based on the literature, the factors examined include attitudes towards technology use, pedagogical beliefs, technical skills, workload, professional development, technology access, technical support, and leadership support. The population of the study was the 257 faculty in the College of Education at Taibah University. The study used a web-based survey containing 66 closed-ended items to collect data, and 170 valid responses were obtained (66% response rate). Descriptive and multiple linear regression analyses were conducted to analyze data. Findings from the first research question revealed that faculty members’ technology integration practices were well-matched with ISTE NETS-T standards since the overall mean of these items was (M= 4.25, SD= .64). This indicates that faculty members had awareness of using technology effectively based on these standards to engage students in meaningful learning. Results from the multiple linear regression analysis revealed that the overall model was significant as it explains 43% of the variability in faculty members’ technology integration practices. Three significant factors statistically predicted faculty members’ technology integration practices based on ISTE NETS standards. Faculty members’ attitude toward technology had a positive relationship with faculty members’ technology integration practices [β=.35, p=.00]. Faculty technical skills had also a statistically significant positive relationship with faculty members’ technology integration practices [β=.19, p=.00]. However, leadership support was found to have a statistically significant negative relationship with faculty members’ technology integration practices in teaching based on ISTE NETS-T standards [β=-.23, p=.00]. These results, in addition to the means of the independent variables, showed that the highly rated technology integration factors, including technology attitudes and technical skills, predict their high technology integration practices based on ISTE NET-T standards. However, faculty members still need more support in several technology integration factors including professional development, technology access, workload, and leadership support. The study recommends education faculty members to model the effective use of technology for pre-service teachers through providing them with opportunities to observe it in a variety of instructional models and practice the constructivist use of technology in lesson plan assignments and projects during the program, which helps in developing positive attitudes toward technology use among pre-service teachers. College of Education leaders are recommended to have a clear shared technology vision and offer the resources and support needed to make instructional technology integration successful. Recommendations for future studies are also discussed.

The purpose of this study was to investigate the level of job satisfaction among full-time faculty members at historically black colleges and universities in Texas with respect to gender, age, marital status, salary, academic rank, level of education, teaching experience, institution of employment, and race/ethnic origin. The investigation was based on the six variables of job satisfaction: work on present job, present pay, supervision, co-workers, promotion, and job in general.

No description available.