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The purpose of this study is to explore job satisfaction among pre-tenured faculty. More specifically I was interested in examining demographic and personal fit factors, fit with the norms and values of the institution among pre-tenured faculty in different institutional types. The sample for the study included all pre-tenured faculty members who completed the COACHE 2009- 2010 job satisfaction survey. The COACHE survey was administered to pre-tenured faculty at 149 four-year colleges and universities in 2009-2010. The conceptual framework for this study is grounded in a modified version of the structural model of job satisfaction by Olsen et al., (1995). The application of exploratory factor analysis followed by stepwise multiple-regression was used to construct and discover dimensions or factors that predict global job satisfaction affecting pre-tenured faculty members. The results of the stepwise multiple-regression revealed that the three constructs of variables differ by institution type. A combination of five variables: effectiveness of work-life balance policies, satisfaction with time available for faculty work, satisfaction with tenured collegiality, satisfaction with autonomy of faculty work, satisfaction with compensation, and satisfaction with support services were the most significant predictors of job satisfaction for pre-tenured faculty members. Institutional fit variables were stronger significant predictors of fit and job satisfaction compared to demographic and personal fit variables. The findings of this study underscore the importance of university administrators to pay particular attention to extrinsic dimension of the faculty work to job satisfaction to fulfill institutional mission. / Ph. D.

Dr. Edward Pultorak I aimed in this qualitative study to explore the perception of male faculty members of inquiry-based teaching at the Curriculum and Instruction Department at Hail University in Saudi Arabia. I also investigated participants’ perspective on how implementing inquiry-based teaching influences meeting the educational goals of Saudi’s Vision 2030. I asked the following questions:1. How do male faculty members at the Department of Curriculum and Instruction at Hail University in Saudi Arabia perceive inquiry-based teaching? 2. How do you think inquiry-based teaching influences meeting educational goals of Saudi’s Vision 2030? I used a semi-structured interview protocol to collect the data from 18 male faculty members at Curriculum and Instruction Department (C&I). The findings showed that participants have partial knowledge of the role of both teachers and students. Also, only five participants have used an inquiry approach in their teaching. In addition, participants reported five major challenges of implementing inquiry with all participants agreeing that students were the biggest barrier to teaching with inquiry while only two of them mentioned lack of equipment. Finally, although all participants were aware of the scientific role of inquiry model in terms of meeting the educational goals of Saudi’s Vision 2030, majority of them were not able to explain how inquiry model could lead to meet the educational goals of Saudi’s Vision 2030. Moreover, I provided implications and suggestions for future research to enhance teaching in the (C&I) at Hail University through inquiry.

In Senegal, in recent years the rural sector has undergone major reforms which are partly due to macroeconomic policy reforms adopted by the Senegalese government. Therefore, all the actors of economic and social development have a common concern and share in promoting rural agriculture (Bernard et al., 2008). Changes observed in the agricultural and rural sector reflect the will of the actors to have a productive, competitive, and sustainable agriculture system in order to ensure food security (International Monetary Fund, 2011). The purpose of the study is to develop a set of recommendations to improve the educational program planning and teaching skills of educators in the extension system by focusing on extension educators' approaches to teaching farmers and cart owners animal welfare practices for proper care of working animals. The extension agents and teachers involved in the animal husbandry and animal extension system in Thies and Bambey served as participants in this study. This descriptive qualitative study connected qualitative data derived from participant interviews, qualitative document analysis, observations of an educational program planning professional development program for state agents and university faculty members in Diourbel and Thies regions, as well as a final focus group to allow participants clarification of preliminary themes found in the data. The findings revealed 11 themes: characteristics of the participants, job expectation and responsibilities, institutional and organizational factors, capacity building and professional development plans, diagnostics of the extension system, regulations and legislations, limited sources of information, limited knowledge and skills technologies, recommendations for utilizing student-centered teaching practices, standard welfare for animal husbandry, recommendation for acceptance and improvement standard animal welfare related to the four research questions which addressed the topics of challenging current teaching methods used in the extension system for other owners of animal species in the animal extension programs, the use of student-centered teaching practices in extension education and university instruction, and the level assistance given to farmers in order to ensure accepted standards of animal welfare working animal and other animal species in the animal husbandry system. / Master of Science in Life Sciences / In Senegal, in recent years the rural sector has undergone major reforms which are partly due to macroeconomic policy reforms adopted by the Senegalese government. Therefore, all the actors of economic and social development have a common concern and share in promoting rural agriculture (Bernard et al., 2008). Changes observed in the agricultural and rural sector reflect the will of the actors to have a productive, competitive, and sustainable agriculture system in order to ensure food security (International Monetary Fund, 2011). The purpose of the study is to develop a set of recommendations to improve the educational program planning and teaching skills of educators in the extension system by focusing on extension educators' approaches to teaching farmers and cart owners animal welfare practices for proper care of working animals. The extension agents and teachers involved in the animal husbandry and animal extension system in Thies and Bambey served as participants in this study. The methodology used for this descriptive qualitative study were interviews, qualitative document analysis, observations of an educational and professional development program planning for state agents and university faculty members in Diourbel and Thies regions, as well as a final focus group to allow participants clarification of preliminary themes found in the data. The data collected from participants were connected to the different used qualitative methods to gather data. The 11 themes found in this study were the characteristics of the participants, job expectation and responsibilities, institutional and organizational factors, capacity building and professional development plans, diagnostics of the extension system, regulations and legislations, limited sources of information, limited knowledge and skills technologies, recommendations for utilizing student-centered teaching practices, standard welfare for animal husbandry, recommendation for acceptance and improvement standard animal welfare related to the four research questions which addressed the topics of challenging current teaching methods used in the extension system for other owners of animal species in the animal extension programs, the use of student-centered teaching practices in extension education and university instruction, and the level assistance given to farmers in order to ensure accepted standards of animal welfare working animal and other animal species in the animal husbandry system.

In Saudi Arabia, deaf and hard of hearing (D/HH) individuals rarely gain admission to Saudi universities, even though there is a law (i.e. the Disability Code) passed in 2000 to ensure that people with disabilities have equal access to post-secondary educational opportunities as their non-disabled peers. In the 16 years since the passage of this law, some attempts were made to enroll D/HH students in Saudi universities. Unfortunately, most of these attempts failed and therefore the actual enrollment of D/HH students in higher education is still limited. Possible reasons may include faculty members’ insufficient knowledge about, and negative attitudes toward, people who are deaf and hard of hearing. A literature review revealed few studies investigating faculty members’ knowledge and attitudes toward D/HH students. This study is designed to investigate the level of knowledge and the attitudes Saudi faculty members have about deaf and hard of hearing students. Data were collected through a convenience survey of selected faculty members in a single Saudi university. All participants in the study were faculty members (N=224) in the Humanities Colleges and Scientific Colleges at the university. A quantitative descriptive correlational analysis on the data revealed that faculty members who participated in the study generally have adequate knowledge about hearing loss and positive attitudes towards enrollment and instruction of this population of students. However, age, college type, academic rank and length of teaching experience were found to have significant effects on the knowledge and attitudes of faculty members, whereas gender was not a discriminating factor. Implications for deaf education in higher education institutions and recommendations for further study are provided based on the results of this study.

Institutional repositories have been introduced as an innovative and alternative technology for scholarly communication and have received considerable attention from scholars across disciplines and around the globe. While some universities in Thailand have developed and implemented institutional repositories for nearly a decade, knowledge of the acceptance and use of institutional repositories on the individual level in the country remains limited. As an insufficient knowledge of technology acceptance and adoption at the individual level is considered partially responsible for the underutilization of innovation or of information system implementation, this study seeks to uncover knowledge regarding the level of institutional repository acceptance and use. This study applied the unified theory of acceptance and use of technology (UTAUT) model and the model of faculty members' self-archiving behavior to investigate factors affecting faculty acceptance and use of university-based institutional repositories. The study employed a mixed methods approach involving a survey followed by semi-structured, one-to-one interview. This study confirms that the success of university-based institutional repositories depends not on a single factor but on multiple factors. The results of the study show that performance expectancy, social influence, and resistance to change were direct determinants of faculty members' intention to use institutional repositories. Additionally, behavioral intention and altruism were found to be the main determinants of actual usage behavior. The findings of this study imply that education in and promotion of open access and institutional repositories are essential and can play an important role in the adoption of institutional repositories. Finally, this study suggests that sustained dialogue and collaborative efforts among faculty members (as contributors and users), libraries/librarians (as institutional repository developers and managers), and other stakeholders within communities are essential for the adoption and success of university-based institutional repositories.

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