Why Do Senior Officers Sometimes Fail in Character? The Leaky Character Reservoir

This article argues senior officers may fail in character because their rate of character development throughout their careers typically decreases as environmental stressors rise. It conceptualizes character as an open system with both gains and leaks over time and integrates existing scholarship on personality and ethical development to create the Leaky Character Reservoir framework, which it then applies to Army officers’ careers. Military leaders will gain a new understanding of character and find specific actions officers, units, and the US Army can undertake to strengthen the character of its senior officers

Relationship between Temporomandibular Disorders and Psychological and Sleep Aspects in University Teaching Staff: A Regression Model

Aim: The objective was to analyze burnout syndrome, anxiety, depression and sleep quality in teaching and research staff in the university setting and its impact on temporomandibular dysfunction (TMD), and to analyze the psycho-emotional variables that could explain the possibility of someone suffering from TMD. Methods: A transversal study was carried out with a sample consisting of 173 participants belonging to university teaching and research staff. The correlation between variables was performed using the Pearson’s correlation coefficient. Through a linear regression, an estimate of the degree of contribution was calculated that each independent variable (burnout syndrome, anxiety, depression and sleep quality) has on the dependent variable (TMD). Results: the scores are higher in the group non-tenured staff compared to tenured staff in relation to psycho-emotional variables and TMD and how psycho-emotional variables can influence the presence or absence of temporomandibular dysfunction based on job stability, this value being higher in the group of non-tenured staff (77.8%) compared to the tenured staff (44.2%). Conclusions: The non-tenured university teaching staff demonstrate higher levels of depression, anxiety, emotional exhaustion, depersonalization and poorer sleep quality. Furthermore, these variables show a higher incidence in the probability that university teaching and/or research personnel suffer from TMD

Professors’ roles in dealing with university students’ plagiarism: a cross-cultural perspective

El plagi és un fenomen molt estès en l'àmbit universitari global i representa una amenaça per a la integritat universitària i les normes ètiques. L'objectiu de la present tesi és el d'aconseguir una perspectiva holística de la percepció dels professors pel que fa la etica en la educació i més especifícament al plagi dels estudiants universitaris, així com entendre quin rol juguen en la seva prevenció, detecció i gestió. A tal efecte, s'utilitza una metodologia qualitativa recollint dades a través d'entrevistes semi-estructurades. La mostra consisteix en 81 professors de sis facultats d'economia i empresa de sis països diferents, la qual cosa permet analitzar la influència del factor cultural en aquesta qüestió. Els resultats mostren com l'ètica (en general) i el plagi (en particular) són percebuts de manera diferent en diferents contextos culturals, fins i tot entre països de l'espai educatiu europeu, i evidencien com les diferents percepcions influeixen en la forma i grau de dedicació que els professors exerceixen per prevenir-lo, detectar-lo i gestionar-lo.El plagio es un fenómeno muy extendido en el ámbito universitario global y representa una amenaza para la integridad universitaria y las normas éticas. El objetivo de la presente tesis es el de conseguir una perspectiva holística de la percepción de los profesores con respecto a la etica en educación y mas especificamente al plagio de los estudiantes universitarios, así como entender qué rol juegan en la prevención, detección y gestión del mismo. Para ello, se utiliza una metodología cualitativa recogiendo datos a través de entrevistas semi-estructuradas. La muestra consiste en 81 profesores de seis facultades de economía y empresa de seis países diferentes, lo cual permite analizar la influencia del factor cultural en esta cuestión. Los resultados muestran cómo la ética (en general) y el plagio (en concreto) son percibidos de forma distinta en diferentes contextos culturales, incluso entre países del espacio educativo europeo, y evidencian cómo las distintas percepciones influyen en la forma y grado de dedicación que los profesores ejercen para prevenirlo, detectarlo y gestionarlo.Plagiarism is a widespread phenomenon in the global university environment and represents a threat to academic integrity and ethical standards. The objective of this thesis is to achieve a holistic perspective of professors' perception about ethics in education and more specifically university students' plagiarism, as well as to understand the role that they play in its prevention, detection and management. To this end, a qualitative methodology is used, collecting data through semi-structured interviews. The sample consists of 81 professors from six universities of economics and business faculties in six different countries. Thus, it allows analyzing the influence of the cultural context on this issue. The results show how ethics (more generally) and plagiarism (more specifically) are perceived differently in different cultural contexts, including between countries of the European educational area, and show how different perceptions influence the form and degree of dedication that teachers exercise to prevent, detect and manage it

Exploring the perspectives of academic and senior management staff on the influence of global university rankings in the higher education context of Kazakhstan

Global university rankings (GURs) have gained popularity and practical importance in the last few decades as they are used as a proxy indicator of a university's reputation and quality by different stakeholders including governments, funders, and students. Deepening globalisation processes, competition between national university systems and demand for public organisations to be accountable and efficient have enhanced the role of GURs in higher education (HE). Although GURs are exposed to numerous critiques, including methodological limitations, they satisfy a demand for information about the quality of HE by making comparative assessments of thousands of universities globally and are becoming influential in decision-making pertaining to HE reforms and policymaking. Higher education institutions (HEIs) are eager to participate in GURs in building their global brand visibility and reputation, and in recruiting potential students.The purpose of this study was to examine the perceptions and experiences of academic and senior management staff on the impact of GURs at a public university, one of the leading universities of Kazakhstan in major GURs. This study adopted a qualitative exploratory design that included interviews (N = 17) with academic and senior management staff. Institutional theory and a theory of academic imperialism guided the study and provided useful perspectives in explaining the behaviour of HEIs in response to GURs as well as the growinghegemony of GURs in HE, especially in developing countries.The findings suggest that participation in GURs has led to profound changes in the sampled university, especially in terms of the prioritisation of the research performance of HEIs. In particular, this study reveals that GURs play a significant role in Kazakhstan’s HEIs strategies to regulate research activities through accountability and incentivisation policies. The findings indicate that the university focused on improving its ranking position through pressure to publish and via performance-based incentives. However, these measures did not result inimproved research performance. The findings also revealed barriers to enhanced research performance, including limited English language proficiency, a tension between teaching and research, and insufficient funding of research. A major finding is that academics at the university under study employed various gaming techniques such as gift authorship, publishing in predatory journals and exploiting methodological limitations of GURs in order to raise “an impression” of research productivity. Institutional data indicated that HEIs in Kazakhstan mainly improved their ranking position through reputational indicators and the Faculty Student Ratio indicator while citation indicators, which could reflect research productivity, are consistently low across all HEIs. This study makes a timely contribution to understanding the impact of GURs on HEIs of Kazakhstan as a country with ambitious plans for developing its HE sector.<br/

Role Conflict, Work-Related Stress, and Correctional Officer Misconduct

Correctional officer misconduct is a prevalent issue within U.S. correctional facilities that jeopardizes the protection and management of inmates. Research shows that correctional officers experience more work-related stress than individuals in other occupations, but it is unknown whether work-related stress and role conflict predict correctional officer misconduct. The purpose of this study was to examine role conflict and stress as predictors of correctional misconduct through the lens of transactional theory, role theory, and strain theory. A cluster sampling method was used to distribute surveys to 107 correctional officers in four New Jersey correctional facilities. The surveys contained items from the Job Stress Scale, the Role Conflict Scale, and the Self-Report Deviance Scale. Data were analyzed using linear regression analysis. The results indicated that role conflict was a negative predictor of misconduct whereas work-related stress was not a predictor of misconduct. In one unit of role conflict, the score resulted in decrease with misconduct participants. Role conflict was positively associated with counterproductive work behaviors such as organization neglect and aggression. The study findings may inform the development of policy and training for correctional officers that may help to reduce officer misconduct and improve their quality of life and desire to stay in their positions. These changes may enhance the rehabilitation of inmates

Early Intervention and Prediction of Risk Management Issues in Law Enforcement: A Phenomenological Study

The purpose of this phenomenological study was to research the Early Intervention Systems (EIS) and prediction of risk management issues in law enforcement. The following questions guided the study: How do law enforcement personnel describe their experience with EIS programs as an intervention for officers with behavioral or conduct issues? How do EIS programs affect law enforcement agencies as a whole? What indicators could law enforcement supervisors look for in officers to circumvent misconduct (on or off duty)? What interventions have been observed personally or with other officers regarding discipline, counseling, additional training, etc.? The setting for this study was based on active and retired law enforcement personnel in various agencies throughout the United States, specifically South Carolina and Texas, that have experience with EIS programs. Interviews and surveys were coded and analyzed for major themes. The following themes were identified: EIS delivery methods are essential for troubled officers\u27 success; training is a crippling factor; lack of support and funding for such programs. Participants felt that a lack of funding and supervisor training on EIS programs is debilitating. Future research would be beneficial on this same topic with varying demographic populations, a more focused look at EIS software availability, and a survey to identify gaps in supervisors identifying officer misconduct

COVID-2019 Impacts on Education Systems and Future of Higher Education

The rapid outbreak of the COVID-19 has presented unprecedented challenges on education systems. Closing schools and universities and cancelling face-to-face activities have become a COVID-19 inevitable reality in most parts of the world. To be business-as-usual, many higher education providers have taken steps toward digital transformation, and implementing a range of remote teaching, learning and assessment approaches. This book provides timely research on COVID-19 impacts on education systems and seeks to bring together scholars, educators, policymakers and practitioners to collectively and critically identify, investigate and share best practices that lead to rethinking and reframing the way we deliver education in future

Do the Ethics of Authorship Matter?: Exploring the Implications of the Office of Research Integrity\u27s Narrow Definition of Research Misconduct

Over the past 25 years, federal government entities have become involved in defining and regulating misconduct in scientific research. Consistently, these definitions of research misconduct forbid three key actions--falsification, fabrication, and plagiarism--but do not take into account other professional communication issues, mainly authorship. This lack of acknowledgement and regulation of authorship--particularly from the Office of Research Integrity, the nation\u27s highest research ethics body--seems to imply and communicate that the ethics of authorship are not important in science. However, this thesis demonstrates, through rhetorical, historical and interview research, that authorship ethics do matter to scientists; in fact, authorship is a leading concern, even if not defined or regulated by federal oversight bodies. The thesis then recommends how authorship ethics can be better acknowledged by federal oversight boards without slipping into positivistic rules and requirements, and includes a recommendation to integrate ethics instruction into science curricula

Challenges faced by early-career researchers in the sciences in Australia and the consequent effect of those challenges on their careers : a mixed methods project

The purpose of the study was to explore the challenges faced by early-career researchers (ECRs) in the sciences in Australia and the consequent effect of those challenges on their careers. Using a realist/postpositivist paradigm, an evaluative approach, and a framework of job satisfaction, this project has explored and compared the views of ECRs to evaluate the factors which shape the ECR experience and contribute to job satisfaction or dissatisfaction and intention to leave, and to define the features which are necessary to keep an ECR in research. Data collection for this mixed methods study entailed a national survey of researchers working in universities and research institutes (n=658), a focus group discussion and semistructured in-depth interviews with eight women from a variety of scientific disciplines who had recently left academic research workplaces. I focussed particularly on the difficulties consequent to job insecurity: the constant need to attracting funding and a permanent position, lack of work-life balance and associated stress; and evidence of workplace difficulties such as bullying, harassment or inequity and support – or lack of it – offered by the research institutions. I examined the factors which contribute to and barriers which prevent job satisfaction of this population, and the consequent intention (if any) for ECRs to leave research or change their career path. I found an interesting situation whereby the satisfaction derived from a “love of science” was counterbalanced by stress and poor working conditions which are a consequence of lack of job security, typified by poor supervision, bullying or harassment, inequitable hiring practices, a concerning rate of impact from “questionable research practices” (impacting 34%-41% of respondents) and evidence of very high (80%) intention of ECRs to leave their position. The most significant predictor of intention to leave is time as a postdoctoral scientist: eventually the job insecurity and its associated stresses become too much and the ECRs leave their chosen career for work elsewhere. This decision, too, provides interesting findings as many of the ECRs have difficulty planning what to do next. They feel ill-prepared for an alternate career and suffer from a sense of failure as a result of having to leave academia. While addressing the shortage of funding is outside the scope of this study, in addition to offering my findings I put forward a range of recommendations which could lead to ar change of culture and benefit the wellbeing of ECRs in STEMM without incurring significant cost. The Australian Government, higher education institutions and the research community need to improve job security and workplace conditions and take better care of our people in STEMM disciplines or we will not have the scientists we need to deliver the “innovative Australia” planned for 2030 (Department of Industry Innovation and Science, 2018)Doctor of Philosoph

Reconstructing the Voice of Authority

Notwithstanding the presence of three women on the Supreme Court of the United States, in terms of gender equality, surprisingly little has changed in the legal profession over the past 20 years. This stagnation is particularly apparent in the highest paying and most prestigious sectors, such as the Supreme Court bar, the top echelons of the top law firms, the judiciary, and the general-counsel’s office. Even where objective facts suggest that female lawyers should be hired, billed out, or compensated at the same or higher rate than their male peers, subjective decisions informed, in part, by bias and stereotype drive a different result. This Article proposes that, until we stop indoctrinating law students that a “good lawyer” looks, sounds, and presents like the Classical warrior—that is, a male—these barriers will persist. For many law students, the first place they get to model what it means to look, sound, and act like a lawyer is in moot court or other oral-argument exercises. Especially in light of an overall law-school culture that reinforces the significance of inborn abilities, it is not hard to see how moot court’s frequent emphasis on “natural” oral-advocacy talent, and its implicit connection of that talent to traits traditionally associated with men, can influence how students—and later lawyers—develop rigid conceptions of what a good lawyer looks, sounds, and acts like. And continuing to uncritically teach the values of Classical rhetoric—values inherited from a culture that silenced women’s voices in the public sphere—exacerbates the problem. This Article explores the dynamics and consequences of reinforcing the male paradigm in the way we coach and judge moot-court and other oral-advocacy exercises, highlights some barriers to change, and proposes concrete steps legal educators, practitioners, and judges can take to help change what the voice of authority sounds like in the legal profession. The proposed solutions should help increase inclusion not only for women but also for other traditionally underrepresented groups