Tag Archives: Faculty

Multiple Prediction of Research Productivity: H-Index (Published)

Research Productivity, h-index, of faculty is predicted on their job-satisfaction, persistence, optimism, self-discipline, motivation, and procrastination. Never has been a better answer than H-Index in the history of science to the question of how to quantify the cumulative productivity, accomplishments, impact, and relevance of a researcher’s scientific work. Multiple Prediction design of correlational research method was adopted in the investigation. Faculty in natural sciences in universities around the world constituted the population. A multistage random sample of 180 faculty, 30 from each continent 7 or 8 from each of 24 universities, and 4 universities from each of 6 continents made the sample. Results showed statistically significant 21 correlation coefficients among the seven variables. The six independent variables taken together, significantly predicted research productivity [F (6,   173) = 72.379, p < .01, R2 = .715]. Each of persistence, optimism, self-discipline, and procrastination unilaterally predicted research productivity significantly. Neither job-satisfaction nor motivation singlehandedly predicted research productivity. Multiple regression equation was created for the prediction of research productivity from the six independent variables. Predicted values and residuals for each participant were tabulated.

Keywords: Continents in the world, Correlational research method., Faculty, H-index; Multiple prediction, Job Satisfaction, Motivation, Optimism, Persistence, Procrastination, Research productivity, Research productivity h-index, Self-discipline

The Degree of Faculty’s Use of Authentic Assessment Tools at Al-Quds University and Their Relation to Their Attitudes towards Them (Published)

The study aims to investigate and realize the degree of faculty’s use of authentic assessment tools at Al-Quds University and their relation to their attitudes towards them. To achieve the purpose of the study, a sample of (99) faculty members at the university was selected in the academic year 2016/2017. Two instruments were developed by the researchers, a questionnaire to measure the degree of faculty’s use of authentic assessment tools, and another questionnaire to measure their attitudes towards authentic assessment. And the reliability of the two instruments was reached. The results of the study showed that the use of authentic assessment tolls by the faculty at Al-Quds University is moderate, and there were statistically significant differences at (0.05 ≥ α)  in the mean score and in favor of gender and academic rank. And there were no statistically significant differences with regard to experience. The results also showed that there were statistically significant differences in the mean score of the faculty’s attitudes towards authentic assessment which reached (0.05 ≥ α)  and was too high, and in favor of academic rank, and there were no significant differences with regard to gender and experience. The study concluded that there is a small positive relationship between the faculty’s use of authentic assessment tools and their attitudes towards it. In light of the above results, the study recommends conducting other research about the obstacle that stand on the way of using authentic assessment tools, and carrying out training courses for the faculty about the importance and need of using authentic assessment tools.

Keywords: Al-Quds University, Attitudes, Authentic Assessment, Faculty

Conflict Resolution in Higher Education Institutions: The Case of Ghanaian Public Universities (Published)

The paper reports preliminary findings from an ongoing research analyzing the purported resolution of promotion-related conflicts in Ghanaian Higher Education Institutions (HEIs). The purpose of the study was to examine how promotion-related conflicts in HEIs are being resolved. It sought to understand the strengths and weaknesses of the processes and procedures with the view to recommend ways of improving the resolution of promotion-related conflicts in Ghanaian HEIs. The data is drawn from questionnaires administered to two hundred and forty (240) randomly sampled Faculty members, while 18 senior administrators were also purposively sampled for semi-structured interviews. Promotion policy documents were also analyzed. The data reported in this paper highlights that Ghanaian Universities have processes and procedures for conflict resolution, although the quality of the procedures may be debated. It further suggests that ‘process’ is a critical factor in resolving promotion-related conflicts in HEIs.

Keywords: Conflict Resolution, Faculty, Higher Education, Process, Promotion, conflicts.