Project briefing presented at the CNI Spring 2015 Membership Meeting, April 13-14, 2015, Seattle, WA / The University of Arizona (UA) Libraries has an evolving strategy to steward the scholarly record of the institution. As a key component of this strategy the Libraries have a leadership role in implementing UA Vitae, a mandated online faculty activity reporting system with initial focus on supporting the faculty evaluation process. In partnership with the Office of the Provost and Campus Computing, the Libraries contribute expertise in support of this campus initiative. Leveraging the data from this effort to capture a more holistic view of the scholarly record provides opportunities for the Libraries to partner on approaches to utilizing, stewarding, and exposing the scholarly record. This presentation will describe the University and the Library’s evolving strategies in regard to defining and stewarding the scholarly record, our experiences with the build-out of the faculty activity reporting system, and next steps in bringing together information and systems that are transforming our University.

This study examined differences in faculty and students' perspectives regarding the frequency, acceptability, and attributions for classroom incivilities and academic entitlement (AE). Nine behaviors commonly defined as incivility were measured and include: 1) sleeping in class, 2) inappropriate use of technology, 3) talking to other students during lecture, 4) leaving lecture without permission, 5) answering the phone during lecture, 6) displaying rude behavior, 7) expressing boredom, 8) expressing anger, and 9) confrontations regarding grades during class. A qualitative analysis of incivility and academic entitlement (AE) was also conducted. Examinations of both faculty and student perceptions of incivility have been reported; however, including faculty and student measures of both incivility and AE behaviors is a new addition to the literature. The sample included 31 faculty and 82 students from a Southwestern research-1 university. Both faculty and students agreed that on some level all nine incivilities were unacceptable. However, students were significantly less likely than faculty to say that inappropriate use of technology, talking during lecture, and leaving class without permission were unacceptable student behaviors. Reasons explaining why faculty and students believe the incivilities and AE behavior occurred are outlined. Implications for college policy are also discussed in light of the significant faculty and student differences in perception regarding what constitutes appropriate classroom behavior.

Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher education (IHE). The purpose of the present study was to examine the motivations or influencers that impelled individuals to pursue careers in IHEs as professors in personnel preparation. Data were collected using Motivations for Choosing Academia as a Profession (MCAP) and a 10-item Big Five Inventory (BFI-10). Two hundred eighty-nine professors of education representing the four U.S. census regions participated in the present study. The MCAP is a 25-item instrument designed to measure retrospective motivation of faculty decisions to enter the professoriate. The development of the MCAP is described and an exploratory factor analysis was employed to examine the psychometric validity of the instrument. Three factors emerged and implications are discussed. Data were analyzed using logistic regression with the dichotomous outcome variable being the area of education in which the professor works (i.e., general or special education).

Today‘s college students, who are often referred to as ―Millennials‖, are entering college with different expectations for learning than students born before 1982 (Howe & Strauss, 2000). They expect to be able to access information instantly with their smart phones or laptop computers. At the same time, increasing numbers of students entering higher education have a disability of some kind. Some of these are observable disabilities that require specific accommodations to learning materials and the learning environment, such as ramps for students using wheelchairs and interpreters for students with hearing impairment. Students with learning disabilities represent a kind of ―invisible‖ disability in that their challenges may not be readily observable by faculty members, but must be accommodated through changes to curriculum materials and instructional approaches. One of the greatest challenges to meeting the needs of all students is the perception of negative faculty attitudes toward students with disabilities, and the subsequent choice made by many students not to disclose a hidden disability (Getzel & Wehman, 2005; Madaus, Scott, & McGuire, 2003; National Center for the Study of Postsecondary Educational Supports (NCSPES), 2000). Within the last 10 years, a new way of designing learning for K-12 students has emerged to address the needs of all the learners in the classroom. This framework for design is called Universal Design for Learning (Rose & Meyer, 2002). More recently, Universal Design for Learning (UDL) has begun to be introduced to faculty in higher education as a framework for course design that meets the needs of an increasingly diverse student body. This mixed methods study explored the promise of the UDL at a small New England research university where a faculty professional development model was implemented to enhance the use of UDL practices among faculty members. A baseline study of faculty attitudes was conducted in the fall of 2010. One hundred ninety-two faculty members responded to the survey, yielding a 30% return. In addition, four faculty who had participated in the UDL grant consultation team model and who taught classes of 65 students or more were interviewed for the purpose of gathering information on their perceptions of the effectiveness of the model. Results of the volunteer faculty survey revealed positive attitudes from the majority of respondents, with at least 60% indicating that they ―strongly agreed‖ with four of the five questions related to the provision of learning accommodations for students with disabilities. In contrast, less than 30% of respondents indicated they ―strongly agreed‖ with statements demonstrating their general knowledge of disabilities and/or knowledge of disability policy and law. Four main themes emerged from the data analysis of the faculty interviews. These themes addressed faculty members‘ descriptions of general course modifications made as a result of the UDL consultation team work, description of their course, reflections about the UDL consultation team model, and the processes through which faculty members chose to refer themselves for course design assistance from the UDL consultation team. Overall, results of the study suggest promising practices for professional development designed to increase use of UDL approaches in higher education. Further research is needed to determine the transferability of this model among a larger range of faculty and higher education institutions.

Thesis advisor: Philip G. Altbach / Internationalization on campus is being called for in order to adapt to a rapidly globalizing social and economic context. However, many institutions, including those across Vermont, have not yet polled their faculty to see what international experiences or background faculty members have. Few have a comprehensive understanding of faculty language competencies, or in what ways faculty members have been collaborating with foreign scholars. This study looked at attitudes and beliefs faculty members have towards bringing global dimensions into their faculty role, as well as their perceptions of internationalization on campuses. This study takes the extra step of looking at the data collected on Vermont faculty, and then slices it through multiple lenses, looking to see if there are trends and connections by demographic factors such as gender, academic rank, discipline, number of years in the field, or having a preference for student learning or research. Results of this dissertation study revealed a faculty composition that was reassuringly internationalized when looking at language abilities, international experiences, among other demographic factors. Results also revealed that faculty attitudes and beliefs as well as perceptions of campus climate towards internationalization, were overwhelmingly positive. Following comparisons to prior national and international studies, Vermont institutions have strong evidence to claim support for internationalization among their faculty. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

This research explores through the lens of branding practices at universities how professionals in public sector spaces respond to the influence of corporate marketing practices. Specifically, this research addressed the question of how faculty perceive branding activities in higher education and their role in branding activities at the university. It also sought to understand the impact and influence of institutional attributes such as heritage and location on faculty perception of branding. The research was conducted at three Universities in Ontario Canada, which were selected based on differences in heritage and location. Marketing, organizational studies and higher education studies literature were combined highlighting the differences between product and service based marketing and the interplay between organizational identity, image and culture. My research revealed ambiguous and complex responses from faculty and highlighted the unique values and beliefs inherent in academic culture. While most faculty members appreciated the need for branding under current economic conditions, many perceived branding as representing the unwelcome encroachment of business ideology within the university which had the potential of eroding the university’s contribution to the public good. They also perceived branding as leading to changes in both the structure and culture of the university. Many faculty expressed concern that branding tended toward a claim to be everything to everyone resulting in significant gaps in authenticity; in other words between brand representations and actual practices. The findings raise questions about the applicability of existing theories of branding to higher education institutions and an academic service brand model is proposed that captures the complexity of academic responses to branding. The management implications arising from this thesis reveal that faculty members see branding as a complex balancing act combining multiple attributes and one that requires transparent communication, the cultivation of trust, accessible brand leadership and authenticity.

OBJECTIVE: To characterize the use of strategic planning for diversity and inclusion in AAMC-member U.S. medical schools and its relation to underrepresented minority (URM) faculty. METHODS: We examined websites of 118 institutions for strategic plans to improve faculty diversity. Race/ethnicity data from the AAMC Faculty Roster were used to stratify schools into higher or lower/no increase in URM faculty (1998 to 2015). We searched for an association between these plans and change in URM faculty. We conducted qualitative sub-analyses of the most recent plans of institutions that expressed goals for faculty diversity. Analyses involved a modified-grounded theory approach, using a priori codes informed by an AAMC guide and a data-driven, constant comparison method. Plans were stratified into two groups by higher or lower URM faculty in 2015. Larger themes based on both a priori and emergent codes were identified. Sub-analyses for associations between AAMC Guide Adherence and URM faculty were conducted. RESULTS: Most institutions (72%) had plans for faculty diversity. There was no association between URM faculty change and a goal for faculty diversity (p=0.43) or plan duration (p=0.64). Qualitatively, four themes were accordant with effective strategic planning principles. Four emergent themes in both high and low URM groups reflected novel issues, two occurred in the low URM group, and one in the high URM group. Quantitative sub-analyses found no association between Guide Adherence and URM status (p= 0.86). CONCLUSION: Despite general adherence to best practices, strategic plans for diversity and inclusion are not associated with URM faculty presence or change. / 2019-06-09T00:00:00Z

Zhang Yanfeng. / Thesis submitted in: November 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 144-147). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Tables and Figures --- p.v / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Pay-by-position System: Incentive Reform at the Case University / Chapter 2.1 --- Background of the Pay-by-position Scheme --- p.6 / Chapter 2.2 --- Chronology of the Incentive Change --- p.9 / Chapter 2.3 --- Institutional Characteristics of the Pay-by-position System --- p.11 / Chapter 2.4 --- Summary --- p.16 / Chapter Chapter 3 --- Analytical Framework and Literature Review / Chapter 3.1 --- A Brief Introduction to the Theory of Tournament --- p.21 / Chapter 3.2 --- A Simple Model of Homogeneous Two-contestant Tournament --- p.22 / Chapter 3.3 --- Implications under Multi-contestant and Multi-position-level Situation --- p.26 / Chapter 3.4 --- Status Quo of Existing Research --- p.28 / Chapter 3.5 --- Summary --- p.30 / Chapter Chapter 4 --- Empirical Models and Hypotheses / Chapter 4.1 --- Measurement of Key Variables --- p.33 / Chapter 4.2 --- Incentive Effect on Teaching --- p.41 / Chapter 4.3 --- Incentive Effect on Research --- p.48 / Chapter 4.4 --- Sorting Role of the Pay-by-position System --- p.54 / Chapter 4.5 --- Summary --- p.56 / Chapter Chapter 5 --- Data Presentation and a Preliminary Analysis / Chapter 5.1 --- Survey and Data Processing --- p.57 / Chapter 5.2 --- Description of Data --- p.61 / Chapter 5.3 --- A Preliminary Probe into Data --- p.68 / Chapter 5.4 --- Summary --- p.74 / Chapter Chapter 6 --- Empirical Analysis and Estimation results / Chapter 6.1 --- Incentive Effect on Teaching - Evidence from the Full Instructor Sample --- p.99 / Chapter 6.2 --- Incentive Effect on Research - Evidence from the Selected Sample of Responsible Professors --- p.106 / Chapter 6.3 --- Sorting Role of the Pay-by-position System - Ordered Probit Estimation --- p.114 / Chapter 6.4 --- Summary --- p.116 / Chapter Chapter 7 --- Conclusion --- p.140 / References --- p.144

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The shortage of doctoral-qualified faculty in accounting has been discussed and researched for many years. However, no one solution has been presented, and the problem appears to be getting worse. In the following discussion, the lack of qualified faculty will be documented, the reasons for the few numbers of doctoral students in accounting will be given, and some of the solutions will be presented. All schools in the United States of America that offer doctoral degrees in accounting have been listed on a web site accessible at http://www.etsu.edu/cbat/acctdoc.html. The data on the web site will be discussed, with the intention of the web site that of making information more readily available to potential accounting doctoral students, thereby addressing one of the solutions.