Decanal work: Using role theory and the sociology of time to study the executive behavior of college of education deans

The purpose of this study was: (1) to generate an understanding of the daily administrative processes (activities) of the college of education dean; and (2) to generate a theory based on the delineated roles of the dean as it relates to the executive behavior of the position during the work day. Upon the collection of data determining the dean\u27s executive behavior a comparative analysis using role theory between the dean\u27s executive roles and executive roles found by Mintzberg (1973) was provided. The roles were then aggregated to form the executive behavior of academic deans;Qualitative and quantitative methodologies were both employed in this research. A field study methodology borrowed from the discipline of anthropology was used to collect structured (quantitative) and unstructured observation (qualitative) data on four college of education deans. The specific methods emphasized are structured observations, and unstructured observations. The structured data was collected in one area: chronology records. The chronology record was designed to provide basic data on the design of the work day and to provide a reference to the field notes (unstructured data);After undertaking the data analysis of each kind of activity for this study Mintzberg\u27s roles were reaffirmed; however, additional roles were added and categorized in order to accommodate academic deans. To support the academic executive behavioral theory presented, it was necessary to describe rigorously the activities of academic deans. The primary focus was to recount the activities the deans were observed performing, and secondarily offer suggestions on why these activities occurred. To provide a theoretical grounding to guide the analysis of the data, the sociology of time was employed. The overarching findings from both sets of data demonstrate that academic deans adhere closely to Mintzberg\u27s executive behavioral theory

Evaluating teaching effectiveness in nursing education:An Iranian perspective

BACKGROUND: The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. METHODS: An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. RESULTS: While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. CONCLUSION: Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators

Accreditation Perceptions and Involvement in Saudi Arabian Schools of Nursing

“Accreditation is a voluntary program in which trained external peer reviewers evaluate an academic institution and compares it with pre-established performance standards” (Alkhenizan & Shaw, 2012, p. 407). Those standards need to be applied by the faculty and administrators working at institutions of higher education. To understand, evaluate, and improve the quality of higher education, it is crucial to explore and examine how those implementing accreditation perceive the process of accreditation and whether it has any association with their motivation and involvement. This quantitative descriptive correlational study used a survey method to examine whether there is a relationship between perceptions about the academic accreditation process and its purpose, with motivation and level of involvement among faculty and administrators responsible for introducing accreditation into nursing schools in Saudi Arabia. Since the Kingdom of Saudi Arabia (KSA) is new to the concept of applying national accreditation standards, the study provided unknown information about perceptions and motivation associated with accreditation in KSA universities and colleges. Further, the data gained from this study suggested a statistically significant difference between the faculty and administrators’ perception of process, perception of purpose, and level of education. There was a statistically significant difference in the level of involvement based on age category, type of institution, years in teaching and level of education. In contrast, there was no statistical significance in the participant’s motivation. The findings of this research study contributes to the lack of data regarding the schools of nursing faculty and administrators’ perceptions, motivation and involvement level in the academic accreditation process and what could significantly change educational perception and practices in KSA nursing education

Improved Regional Education Delivery: Reach for the North Program

This Organizational Improvement Plan (OIP) has outlined the change plan for a problem of practice for consideration of the education mandate at MY-U’s multiple regional campuses. The overall goal of this plan is to have increased the availability of academically rigorous courses for our regional students. An assessment of the readiness of several stakeholders allowed for a student-centred focus within the political, collegial and organized anarchy paradigms in which the university organization exists. A strategy is discussed to address issues in the administration and university culture while breaking down silos for the multiple campuses. A new organizational framework is offered with students, faculty members and deans in the centre focus while being supported by multiple campus groups. Regional provision of courses is a complex problem and has many external stakeholders involved such as local communities, First Nation’s governments, federal and provincial governments. A new overall transformational leadership model is designed specifically for this institution and incorporates generalized Indigenous ways of knowing. The creation of a professional development education initiative to apprise faculty members about blended learning pedagogy is the preferred solution of the problem of practice due within my sphere of influence. The initiative titled Reach for the North will be piloted then expanded to incorporate more faculty members and programs. This could begin the necessary culture shift to provide better methods of academically rigorous programs for blended education to all students in the north

Faculty Members' Reciprocal Wellbeing: The Perceptions of Faculty and Their Faculty-Administrator Colleagues

Wellbeing has become an increasing concern of post-secondary institutions all over the world. Recent reports on career satisfaction and wellbeing indicate that a high proportion of faculty had shown symptoms of burnout, low job satisfaction or psychological wellbeing (El-Ibiary et al., 2017; Kavanagh & Spiro, 2018; Sabagh et al.,2018). Despite the ascendency of attention to faculty wellbeing, there is insufficient evidence in the literature to consider the nature of reciprocal wellbeing between those faculty members serving in administrative positions and their colleagues who do not serve in administrative positions. This study sought to explore the reciprocal or mutual relationship between administrator faculty and their non-administrator faculty colleagues in respect to each other’s wellbeing. Employing a quantitative method for a cross-sectional survey design, an online survey (mostly close-ended questionnaires with few open-ended questions) was used to collect primary data from 258 faculty members at the University of Saskatchewan. The data were analyzed using inferential statistics techniques (Wilcoxon Signed Ranks Test, Mann-Whitney U Test and Ordinal Logistic Regression estimations). The researcher found that work in academia was the factor causing unhappiness for faculty but the status of being in administrative group did not appear to matter for all but negative mood states of faculty wellbeing; and thus, being in the administrator faculty group was associated with a reduced negative mood states condition when compared with being in the non-administrator faculty group. The issues in academia that caused unhappiness or distress among faculty appeared to center around four factors: 1. the extent of wellbeing reliance, 2. the wellbeing obligation, 3. wellbeing diminishing, and 4. wellbeing facilitation – all these factors affected faculty wellbeing. Analyzing open-ended responses using word frequencies revealed that the most critical factors were entailed in the extent of wellbeing diminishing which had resulted from perceptual issues related to assignment of duties, high workload and expectations, communication deficiencies, and the issues related to undermining, lack of appreciation, respect or value for work done. The extent of wellbeing facilitation (influenced by support for work and accomplishments) affected all aspects of faculty wellbeing to the extent that any perceived small unit of effort by a faculty in one of the two groups to facilitate the wellbeing of the faculty in the other group was expected to result in more than proportionate level of improved wellbeing. With respect to implications of this research, improved faculty wellbeing is likely to occur if faculty members were to consider adopting a reciprocal wellbeing improvement strategy. Policymakers might consider adopting indicated interventions to effectively assess the contingent workload of faculty such that each and all faculty members’ performance is increasingly able to meet the expectations of the duties assigned. Faculty reciprocal wellbeing: thus, hereby explored practically to help minimize distress and improve faculty wellbeing

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

An Exploration of the Pre-Tenure and Tenure Process Experiences of Canadian Nursing Faculty

The number of PhD prepared nurses seeking employment in academia in Canada is not keeping up with the rate of retirements and the demands for new hires in the same settings. The current number of vacancies is expected to grow over the coming decade as an aging professoriate prepares to leave full time employment. Retention of newly hired faculty will become a critical issue for administrators in an increasingly competitive environment. Purpose: The purpose of this mixed methods study was to explore how organizational culture, mentorship and the perceived level of psychological and structural empowerment are associated with one’s work environment among pre-tenure and newly tenured nursing faculty in Canada. Methodology: This article reports the qualitative findings from the in-depth, semi-structured interviews conducted with 10 faculty volunteers after they completed an online survey. Results: Respondents overwhelmingly expressed a desire for a collegial and supportive working environment with clearly articulated policies and a transparent process for achieving tenure in academia. A healthy work environment was clearly identified as critical to the tenure process. Mentorship was identified as critical to creating a productive research culture. Résumé Le nombre d’infirmières détentrices d\u27un doctorat à la recherche d’un emploi dans les milieux universitaires au Canada ne suit pas le rythme du taux des retraites et des ouvertures de postes dans les mêmes milieux. Il est à prévoir que le nombre actuel de postes vacants augmentera au cours de la prochaine décennie, en raison d’un corps professoral vieillissant qui se prépare à quitter le travail à temps complet. Le maintien en poste des professeurs récemment embauchés devient un enjeu majeur pour les administrateurs dans un environnement de plus en plus compétitif. But : Le but de cette étude, réalisée à l’aide d’une méthodologie mixte, était d’explorer auprès de professeurs en sciences infirmières en voie d’être agrégés ou nouvellement agrégés, comment la culture organisationnelle, le mentorat et le niveau perçu d’empowerment psychologique et structurale sont associés à son environnement de travail.Méthodologie : cet article présente les résultats qualitatifs d’entrevues en profondeur, semi-structurées menées avec 10 professeurs qui se sont portés volontaires, après qu’ils aient complété un sondage en ligne. Résultats : Les répondants ont exprimé massivement leur désir de travailler dans un milieu où règne un climat de collégialité et de soutien, où les politiques sont clairement articulées et où le processus pour atteindre l’agrégation au niveau universitaire est transparent. Un milieu de travail sain a été clairement identifié comme étant essentiel au processus d’agrégation. Le mentorat a été identifié comme étant central au développement d’une culture de la recherche productiv

Role ambiguity and role conflict amongst university academic and administrative staff: a Nigerian case study

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Master of Science by researchThe purpose of this study was to investigate role ambiguity and role conflict amongst the academic and administrative staff of the University of Lagos, Nigeria and to determine the differences that exist between them in this perception. The study also examined the impact of demographical variables such as gender, age, educational qualification and tenure on role perception. The questionnaire consisted of demographic questions and Role Perception Questionnaire developed by Rizzo et al., (1970) to measure role ambiguity and role conflict. A response rate of 53.5% from a total of 200 questionnaires was achieved. The results of the statistical analysis computed established a statistically significant difference in the perception of role ambiguity between the groups, but no significant difference was found in their perception of role conflict. The academic staff perceived significantly higher role ambiguity than the administrative staff, but no significant difference was recorded in their perception of role conflict. Educational qualification and gender had a significant impact on role perception of the academic staff, but did not have any significant relationship with the administrative staff’s perception of role. Tenure and age did not have any significant impact on role perception of the groups investigated. The study confirmed a positive correlation between role ambiguity with role conflict with an insignificant correlation value (r = .45). Recommendations for future research and implementation for universities administrators were made

Balancing Nurture and Rigour: Seeking Effective Support for Nursing Students in Distress

As higher educational institutions face a growing demand to graduate more nurses, and mental health and life stresses are recognized as increasing obstacles to student success, the timing is right for nursing programs to evaluate their traditionally rigorous program cultures. At Sunrise University in Western Canada, nursing students make up a large population seeking support services, and there is an increasing need for capacity building in faculty to support learners who are in distress. In this organizational improvement plan (OIP), I explore what can be enhanced or further developed to create more effective support for students who are in distress or who are notably struggling. Early recognition of distress can prevent issues from escalating and, in turn, promote retention, ability to learn, social justice, and student wellness. To achieve this desired state, which aligns with Sunrise University’s strategic plan, I propose the creation of a professional learning community to collaborate with faculty to bring awareness about distress while also nurturing their well-being amidst heavy workloads. Through transformative and shared leadership approaches, this OIP is framed by critical and systems organizational theories, with intersectional and cultural theoretical lenses. The ADKAR change model is used to develop a strategic implementation plan, with appreciative and PDSA inquiry cycles woven through as we monitor and evaluate progress. Future considerations include how to move toward progression policy change and collaboration with the healthcare system to influence a supportive and caring learning environment

Leadership styles of business school deans and their perceived effectiveness

This thesis was submitted for the degree of Doctor of philosophy and awarded by Brunel UniversityLeadership as a concept has been an area of significance for several decades. While the contribution of research to leadership concept in the industry has been substantial the same cannot be claimed with regard to the Higher Education Institutions (HEIs). There is a paucity of research studies in the context of HEIs, particularly in regard to business schools. Deans of business schools were hardly the subject of research in the leadership literature till recently. But with collapsing business empires in the last decade (for instance Lehman Brothers), business school deanship came under scrutiny as the leaders in those business empires that collapsed were graduates of renowned business schools. The review of the literature with respect to challenges affecting HEI and business school leadership threw up many challenges. The challenges investigated were leadership styles, leadership practice, leadership effectiveness, decision quality, follower commitment, follower satisfaction, management style, organisational setting and orgaisational culture. Each challenge was assumed as a factor affecting deans of business schools as leaders. The review of the literature provided the theoretical basis for determining the nature of each factor. Leadership style was defined as the independent variable influencing leadership practice. Five leadership styles namely transactional, transformational, laissez-faire, democratic and autocratic leadership styles were made as independent variables to determine leadership practice. Leadership practice was identified as the independent variable influencing leadership effectiveness although the relationship between leadership practice and leadership effectiveness was supposed to be influenced by mediating factors namely decision quality of deans of business school, follower satisfaction and follower commitment. Academic and administrative staff were considered as the followers. Management style and organisational setting were considered as moderating variables of leadership practice of deans of business schools. Oraganisational structure was used to represent organisational setting as the variable. Organisational culture was used as the control variable. The theoretical framework was drawn to represent the linkage between the factors. The model developed was supported by already established theories that were tested for reliability and validity. The leadership style and leadership effectiveness models were developed which was the focus of this research. Leadership style-leadership practice linkage provided the theoretical framework to determine the style practised by the deans. Leadership practiceleadership effectiveness linkage mediated by decision quality, follower commitment and follower satisfaction provided the theoretical framework to determine the leadership effectiveness. Survey questionnaire was the method used to collect data. The questionnaire was sent to 600 academic and administrative staff members of business schools from eight different countries. The results showed that the transactional leadership style was the leadership style practised by the deans of the business schools. Other findings were as follows. That transactional leadership indirectly but positively influenced the leadership effectiveness of deans through decision quality and follower satisfaction. The mediation of the transactional leadership practice-leadership effectiveness linkage by decision quality and follower satisfaction was significant and in the positive direction. Management style and organisational structure were found to act as moderating variables of transactional leadership practice of deans positively. Transformational, laissez-faire, democratic and autocratic leadership styles were found to have significant and positive correlation with transactional leadership style implying that these four styles could moderate the transactional leadership style-leadership practice linkage. The study offers insights into how deans of business schools might develop their leadership attributes either by enhancing their transactional leadership style or changing their style or combining different styles to suit the situation