Faculty Productivity, Seniority, and Salary Compression

For decades, many senior professors have noticed that the earnings of entry-level faculty are often very close to, or greater than their own. This trend in faculty life-cycle earnings can be illustrated by the 1998 salary and seniority data obtained from a public, liberal arts college (PLAC) that are reported in Table 1. Salary compression is evidenced by the narrow earnings difference ($2,300) between the highest-paid assistant professor and the lowest-paid full professor in this department. Salary inversion can be illustrated by differences in the averages, or in the range of salaries between assistant and associate professors. For example, the average assistant professor in Department X earns approximately$200 more than the average associate professor. Also, the highest paid assistant in this department earns $2,000 more than the highest-paid associate. These data indicate a U-shaped wage-tenure profile. Such a profile suggests that faculty with low levels of seniority can expect their earnings to fall, or invert, relative to the salaries of new hires as their careers unfold at this institution. Similarly, the earnings gap between new hires and faculty with high levels of seniority will compress over time.Productivity; Salary; Seniority

Significance of Residual Organisms in Foods after Substerilizing Doses of Gamma Radiation: A Review

The nature of the flora surviving substerilizing irradiation of foods is dependent on the dose applied and the conditions of applications as well as the microenvi¬ronment of the food. At a dose level low enough to preserve acceptable sensory properties of fresh food, few if any of the common contaminants of public health significance survive irradiation. Survivors are weakened and present no unique problem of acquired resistance through recycling. Those bacteria surviving a low dose treatment of a relatively contaminated product like ground beef can grow under normal storage conditions and cause obvious sensory spoilage. Thus, low dose irradiation extends the shelf-life of fresh foods and reduces public health hazards, but foods so treated require normal care in production and distribution

Developing a Mobile Application‐Based Particle Image Velocimetry Tool for Enhanced Teaching and Learning in Fluid Mechanics: A Design‐Based Research Approach

A robust and intuitive understanding of fluid mechanics—the applied science of fluid motion—is foundational within many engineering disciplines, including aerospace, chemical, civil, mechanical, naval, and ocean engineering. In‐depth knowledge of fluid mechanics is critical to safe and economical design of engineering applications employed globally everyday, such as automobiles, aircraft, and sea craft, and to meeting global 21st century engineering challenges, such as developing renewable energy sources, providing access to clean water, managing the environmental nitrogen cycle, and improving urban infrastructure. Despite the fundamental nature of fluid mechanics within the broader undergraduate engineering curriculum, students often characterize courses in fluid mechanics as mathematically onerous, conceptually difficult, and aesthetically uninteresting; anecdotally, undergraduates may choose to opt‐out of fluids engineering‐related careers based on their early experiences in fluids courses. Therefore, the continued development of new frameworks for engineering instruction in fluid mechanics is needed. Toward that end, this paper introduces mobile instructional particle image velocimetry (mI‐PIV), a low‐cost, open‐source, mobile application‐based educational tool under development for smartphones and tablets running Android. The mobile application provides learners with both technological capability and guided instruction that enables them to visualize and experiment with authentic flow fields in real time. The mI‐PIV tool is designed to generate interest in and intuition about fluid flow and to improve understanding of mathematical concepts as they relate to fluid mechanics by providing opportunities for fluids‐related active engagement and discovery in both formal and informal learning contexts

The uses and abuses of power: teaching school leadership through children's literature

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it reports on an exploratory study of the representation of headteachers in contemporary children's fiction. Thirty-one texts are analysed to ascertain key themes and the major characterisations. The paper draws on children's literature scholars to argue that both the historical school story and its contemporary counterpart focus heavily on the power of the head to control the micro-world of the school. Because these fictional accounts deal with issues of power and justice more openly than many mainstream educational administration texts, this makes them particularly useful in the preparation of potential school leaders

Research and Practice in Talent Identification and Development - Some Thoughts on the State of Play

Although there has been considerable growth in talent identification and development research, the mixed quality and lack of applied focus means little has changed in the field. We propose the Performance-Outcome-Process continuum, a structure which examines ideas based on what and how they contribute to the talent development process. Reflecting a pracademic focus we highlight the importance of understanding the processes and mechanisms of development-focused constructs to best bridge the research-practice divide. We suggest a pragmatic approach that prioritises the quality of research and the importance of applied impact; at least in research which claims to be for sport. Lay Summary: To bridge the research-practice divide in Talent Identification and Development, it is important that translational and pragmatic research becomes the norm, with progression from the retrospective studies which have been typical in this domain. Focusing on the processes and mechanisms that generate comprehensive development would seem a logical step especially for investigations that want to make a difference in applied settings

The humanistic roots of Islamic administration and leadership for education : philosophical foundations for cross-cultural and transcultural teaching

For a number of decades, a humanistic approach has been a minor but persistent one in the Western field of administrative and leadership studies, and only recently has been broadening to include other humanist traditions (Dierksmeier et al., 2011) and has yet to be fully explored in educational administration and its pedagogy and curriculum although some foundational work has been done (e.g., Samier, 2005). The focus in this chapter is on the Islamic humanist tradition as it relates to the teaching of educational administration and leadership in a Muslim context, with implications for cross-cultural and transcultural use. The second purpose of the chapter is to show the correspondences that exist between the Islamic and Western humanist traditions in terms of human values, knowledge and educational ideal, which in this chapter are argued to be close to the Western Idealist tradition and the German Bildung conception of education as well as the strong interpretive and hermeneutic foundations that originated in the Islamic tradition and which influenced the foundations of many relevant European schools of thought, particularly in the Enlightenment.The initial section of the chapter is a comparative examination of the central principles of the Islamic humanist tradition from the classical through to contemporary times with the Western humanist tradition as they relate to conceptions of the good, ethics, the construction of meaning and a set of higher order values predicated upon human dignity, integrity, empathy, well-being, and the public good (Goodman, 2003) covering a number of important scholars like Al Farabi, al Isfanhani, and Edward Said (e.g., Kraemer, 1986). In both, professions are viewed as meaningful work that allow for large measures of decision making, and are grounded in human qualities and needs including autonomy, freedom and emancipation balanced with responsibilities, obligations and duties to society. These are compared with the corresponding principles of knowledge in Western humanism which includes a strong constructivist view of reality (Makdisi, 1990). Secondly, the chapter examines the principles of good or ideal leadership and administration that humanism aims at in its preparation of officials, including those in the educational sector in both the classical Islamic tradition (Hassi, 2012) and Western approaches to humanistic administration and leadership (Czarniawska-Joerges & Guillet de Monthoux, 1994; Gagliardi & Czarniawska, 2006; Leoussi, 2000). The third section focusses on close correspondences that exist between the Islamic (Afsaruddin, 2016; al-Attas, 1980; Yasin & Jani, 2013) and Western (Aloni, 2007; Veugelers, 2011) humanist education traditions in terms of educational ideal as well as the kind of teaching practices that distinguish these traditions (Daiber, 2013; Dossett, 2014) as they apply to educational administration and leadership (Greenfield & Ribbins, 1993). The chapter concludes with a discussion of how the Islamic humanist tradition can contribute to cross-cultural and transcultural graduate teaching in international educational administration (Khan & Amann, 2013)