The problem of this study is faculty attrition and role strain reported by faculty members in baccalaureate and higher degree programs in nursing. The purpose of the study is to determine whether variations exist in role strain reported by faculty members and faculty attrition based on institutional size, structure, and complexity, and on official expectations for faculty members. A questionnaire eliciting information regarding faculty attrition was mailed to seventy-five randomly selected administrators of baccalaureate and higher degree programs. Data related to faculty role strain were collected by questionnaires mailed to two hundred fifty randomly-selected faculty members from participating schools. Sixty-three administrative questionnaires and one hundred ninety-five faculty questionnaires were returned in usable form and were included in the analysis of data.

This study explores the research productivity of Addis Ababa University (AAU) faculty. AAU was established in 1950 and is the oldest modern higher educational institution in Ethiopia. Recently AAU took steps to transform itself to become a pre-eminent African research university. One of the characteristics of a research university is the focus on the amount of research conducted by the institution's faculty. Academic institutions measure research productivity primarily based on published work. The purpose of this study was to analyze the research productivity of AAU faculty, and to examine the differential predictive effects of individual and environmental variables on faculty research productivity. This quantitative study used a theoretical framework and instrument, Faculty at Work. Four hundred questionnaires were distributed to Addis AAU faculty in person and 298 questionnaires were returned resulting in a 74.5% response rate. After exclusion of 12 cases with missing information, 286 cases (71.5% response rate) were analyzed. Most of the respondents were men (M = 92.1%, F = 7.9%). The average age of AAU faculty was 44. A hierarchical multiple regression was used to examine the ability of six sets of independent variables (sociodemographic, career, self-knowledge, social knowledge, behavior, and environmental response) to predict research productivity (publication output). Results indicated that there are productive researchers at AAU, and the theoretical framework explained 67.6% of the variance in publication output.

No description available.

The present study was a qualitative inquiry into the attitudes and needs of faculty in higher education regarding diversity and inclusion training. Faculty are more likely to hold bias against students of marginalized identities (Tinto, 1975; Moss-Racusin et. al, 2012; Phelan et. al, 2017). This bias can often create discrimination and disparate outcomes for marginalized students (Okahana et. al, 2016). However, few opportunities are provided for faculty to develop competence in working with students of marginalized identities (Sue & Constantine, 2007). Diversity and inclusion training has become widely popular in organizations as a solution to bias and discrimination; however, it has been criticized as ineffective and unhelpful in targeting unique challenges of professions such as academic (Bezhrukova et. al, 2012). Participants in this study were recruited from a mid-size Midwestern university through direct email solicitation. Experiences with diversity, inclusion, and training were assessed through a short answer survey. Participants were asked to share their personal and professional experiences with diversity, inclusion, and training, as well as their needs from future diversity and inclusion training. A Grounded Theory approach was used to analyze the data. The emergent themes from this study were categorized into a typology of faculty based on their attitudes to diversity, inclusion, and training. These typologies encompass faculty attitudes toward diversity and inclusion, attitudes toward training, and how those attitudes impact perspectives on other faculty, administration, students, and future training opportunities. Faculty were categorized into the following types: (a) resistant, (b) apathetic, (c) ambivalent, (d) neoliberal, and (e) advocate. Faculty attitudes on diversity and inclusion ranged from positive to negative. These views impacted how participants viewed diversity and inclusion training, as well as their willingness to engage in future initiatives. Although many participants held positive views to diversity and inclusion training, they also recognized barriers such as the time involved, the philosophies of the training, and other attendees within the training. Participants also largely believed that they were competent in working with diverse students. They recognized challenges such as increasing retention of diverse students, reducing bias, and having challenging conversations on diversity and inclusion issues in the classroom. Participants also expressed varied views of their fellow faculty and administrators. Although some viewed their faculty peers and administrators as supportive and helpful in moving forward diversity and inclusion initiatives, others exhibited negative views toward faculty and administrators. Training recommendations for each faculty type were dependent on their unique attitudes and barriers to training. These findings suggest that faculty have significantly different needs from diversity and inclusion training and would benefit from specific training opportunities rather than broad training.

This study examined whether faculty members’ mental health literacy and perceptions of their role in communicating with college students influenced willingness to intervene and refer students impacted by mental health concerns to available services and support. Study participants (N=246) included faculty members from a four-year research university and a two-year community and technical college. Participants completed an online survey assessing their mental health literacy, perception of their role in communicating with students about mental health concerns, and willingness to intervene and refer students. Results indicated an overall willingness to assist students with mental health concerns, but also showed the continued existence of mental health-related stigma and a lack of training and direction for faculty. Results further revealed that faculty members’ view of their role directly impacts their confidence and willingness to intervene and refer students to help. Practical implications for institutions, as well as recommendations for future research, are discussed.

Indiana University-Purdue University Indianapolis (IUPUI) / In nursing education, faculty incivility toward students is a serious issue that affects the quality of nursing programs and is a precursor to incivility in the nursing workforce. Recent studies demonstrate that more nursing faculty members than previously thought engage in uncivil behaviors toward students. Faculty incivility can be distressing to nursing students and negatively impact learning environments, student learning, and perhaps patient outcomes. Little is known, however, about how students perceive experiences of faculty incivility and how these experiences unfold. The purpose of this grounded theory study was to develop a theoretical framework that describes how incidents of faculty incivility toward traditional Bachelor of Science in Nursing (BSN) students unfold. Thirty traditional BSN students from the National Student Nurses Association who had experienced faculty incivility participated in a semi-structured interview. Analysis of the participants’ narratives was done in two phases. In Study Part 1, content analytic procedures were used to develop a typology that describes six types of faculty incivility that were labeled as follows: judging or labeling students, impeding student progress, picking on students, putting students on the spot, withholding instruction, and forcing students into no-win situations. In Study Part 2, constant comparison analysis was conducted. Segments of data were coded, similar codes were grouped into categories, the dimensions of the categories were determined, and the categories were organized into the final framework. The framework depicts a three-stage process with a focus on strategies students use to manage faculty incivility. The strategies were labelled as followed: seeking help from other professors, commiserating with peers, going up “the chain of command,” keeping one’s “head down,” getting professional help, and giving oneself a “pep-talk.” The findings provide a foundation for the development of programs to reduce faculty incivility in BSN programs and to help students manage it when it occurs.

Indiana University-Purdue University Indianapolis (IUPUI) / Women in academia tend to take on the caretaker role in their departments by fulfilling most of the less promotable service work like mentoring. The perceived fit between this service and the communal stereotype of women creates expectations that women should take on these roles, which can lead to backlash if women violate these expectations. This study investigates gendered expectations in academia by evaluating whether women faculty experience more backlash for declining a student’s mentorship request than their male counterparts. Participants read a profile of a faculty member (male or female) and an email exchange between that faculty member and a student requesting mentorship. The faculty member either declined or accepted the request and participants rated the faculty member on interpersonal measures. Results indicated that men and women faculty were both rated more negatively by students when they declined the request, suggesting that women can say no to mentoring without the burden of gendered backlash. Given that some predicted effects approached significance, it is important to understand other factors that may impact perceptions, including whether the reason for declining, field of study (i.e., STEM), and the gender of student may impact the extent of backlash. This work furthers our understanding of whether women faculty can say no to service and focus on more promotable tasks without hurting their reputations.

This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.

No description available.

No description available.