Kush Mehta, Keyurkumar M. Nayak, Riyaz Ahmed Qureshi, Abhishek N and Shareena Parveen
The primary objective of this study is to combine the technology acceptance model with the substitution, augmentation, modification and redefinition (SAMR) model to investigate…
Abstract
Purpose
The primary objective of this study is to combine the technology acceptance model with the substitution, augmentation, modification and redefinition (SAMR) model to investigate and assess professors’ willingness to engage in teaching in metaverse classrooms.
Design/methodology/approach
The study collected survey data from 240 qualified respondents who were actively involved in teaching and knowledgeable about immersive teaching environments using the snowball sampling method. To validate our hypotheses concerning the conceptual model, this study employed the bootstrapping method in Smart PLS 4.0.
Findings
Our findings reveal that several key factors significantly influence the attitudes and intentions of professors to teach in metaverse classrooms (MVCs). These factors include the perceived level of knowledge integration related to metaverse, perceived ease of using metaverse technologies and perceived usefulness of these technologies for both professors and learners. Studying professors’ intention to teach in metaverse offers practical benefits.
Practical implications
The research findings provide essential information for educational institutions by identifying factors that impact professors’ readiness to teach in metaverse classrooms. By comprehending these factors, educational institutions can make informed decisions about resource distribution, faculty training and the development of strategies for adopting metaverse technology. Moreover, this study offers valuable insights to policymakers and professors, enabling them to improve preparedness and facilitate efficient incorporation of immersive technologies into the educational system.
Originality/value
The findings of this study help higher education institutions understand faculty readiness, allocate resources and monitor the adoption of metaverse tools in their teaching-learning process. This awareness can be further examined in metaverse education research and can inform the public about its potential.
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Morteza Karami and Talieh Saeidi Rezvani
It is important to understand professors’ beliefs to promote better teacher preparation and professional development, as well as to understand the potential discrepancy between…
Abstract
Purpose
It is important to understand professors’ beliefs to promote better teacher preparation and professional development, as well as to understand the potential discrepancy between stated versus observed beliefs. The purpose of this study was to describe the faculty members' beliefs about the teaching-learning process.
Design/methodology/approach
A qualitative method was used to study the professors’ beliefs by selecting the faculty participants via a purposeful sampling strategy. The study was conducted at one of the biggest universities in Iran. In total, 20 professors were interviewed.
Findings
Analysis of the interviews indicates that professors’ beliefs about teaching and learning activities fall under four main themes (beliefs about teaching methods, beliefs about curriculum design, beliefs about students and beliefs about evaluation) and nine sub-themes.
Originality/value
Our findings reveal that professors have a deductive approach to teaching and learning, and due to the centralized educational system, they do not play a significant role in effectively presenting the curriculum. It seems necessary to direct professional development programs in rebuilding the professors' professional beliefs and identity.
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Annette Nierobisz and John Hagan
Using survey data from the 1993 Wilson Task Force on Gender and Equality in the Legal Profession and qualitative data from in-depth interviews with female law professors, we…
Abstract
Using survey data from the 1993 Wilson Task Force on Gender and Equality in the Legal Profession and qualitative data from in-depth interviews with female law professors, we examine the social basis of professional authority in Canadian law school classrooms. Our quantitative and qualitative findings are consistent with classic sociological work and contemporary anecdotal accounts that suggest women experience greater difficulties achieving professional authority. In the law school classroom, however, we find that stratification within the profession and stratification within the knowledge base further undermine the professional authority of female law professors.
As the author reflects on her journey of becoming the first African American female to receive tenure and promotion to the rank of full professor beginning at the rank of…
Abstract
As the author reflects on her journey of becoming the first African American female to receive tenure and promotion to the rank of full professor beginning at the rank of lecturer, to assistant professor, associate professor and then to full professor and retired as Professor Emerita, she is amazed at the stamina that she used to achieve such milestones. “If I can help somebody, as I pass along,” has been the author's mantra for helping others. Therefore, this chapter begins with a synopsis of the author's career goal that was set early in life as an educator. The chapter continues by sharing stories that are embedded in: (a) the author's personal story at Texas A&M University; (b) a mentoring framework; (c) advantages of mentoring, and (d) lastly, her 4 Cs (communicate, create, collaborate and change) and 4 Ps (politics, power, policies, and prayer) to encourage the next generation of African American faculty members.
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Catherine White Berheide and Susan Walzer
This research explores whether gender affects faculty satisfaction with opportunity for advancement in rank at two elite liberal arts colleges in the United States.
Abstract
Purpose
This research explores whether gender affects faculty satisfaction with opportunity for advancement in rank at two elite liberal arts colleges in the United States.
Methodology
We analyze survey data from associate and full professors to identify predictors of satisfaction with advancement. Focus group and interview data supplement our interpretations of regression results.
Findings
The two colleges differ in the impact of gender, rank, perceptions of the full professor promotion process, and quality of department relationships on satisfaction with advancement. At one college, there is no gender difference, while at the other, women are less satisfied than men. The effect of gender at this college is fully mediated by department relationship quality.
Research limitations
This cross-sectional study was conducted at only two colleges. Interpretations of the quantitative results are inductively generated and not tested in the analysis.
Practical implications
We make recommendations to improve processes and pathways for promotion that recognize the role of department climates in fostering or hindering career progression. Gender may be less salient in contexts in which associate professors have positive department relationships and in which promotion criteria value their administrative service and other institutional contributions sufficiently.
Originality
Previous research about promotion to full professor has focused on research universities while we examine the issue at liberal arts colleges, institutions that emphasize undergraduate study.
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Liang Zhang, Ronald Ehrenberg and Xiangmin Liu
We use panel data models to examine variations and changes in faculty employment at four-year colleges and universities in the United States. The share of part-time faculty among…
Abstract
We use panel data models to examine variations and changes in faculty employment at four-year colleges and universities in the United States. The share of part-time faculty among total faculty has continued to grow during the last two decades, while the share of full-time lecturers and instructors has been relatively stable. Meanwhile, the share of nontenure track faculty among full-time faculty has been growing, especially among the professorial ranks. Dynamic panel data models suggest that employment levels of different types of faculty respond to a variety of economic and institutional factors. Colleges and universities have increasingly employed faculty whose salaries and benefits are relatively inexpensive; the slowly deteriorating financial situations at most colleges and universities have led to an increasing reliance on a contingent academic workforce. A cross-sectional comparison of the share of full-time nontenure track faculty also reveals significant variations across institutions.
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Drawing upon the findings from three related research projects focused on academic leadership provided by university professors, in this chapter a leadership-sceptic lens is…
Abstract
Drawing upon the findings from three related research projects focused on academic leadership provided by university professors, in this chapter a leadership-sceptic lens is applied to the examination of the concepts of, first, leadership, and second, academic leadership. Discussion then focuses on the ways in which their perceptions of their leadership roles were found to influence how professors carried out their work, and with what effect(s). The key challenge is to persuade senior managers to remove their blinkers so that they may then see leadership not primarily as embodied in a person, but as influential agency that may – and does – occur in a myriad of ways, many of which go unnoticed and unrecognised, and are difficult to monitor and assess through formal performativity mechanisms.
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Yuxin Shan and Vernon J. Richardson
Managerial accounting has traditionally played an important role in analyzing data, estimating performance, and offering suggestions. Modern management accountants face evolving…
Abstract
Managerial accounting has traditionally played an important role in analyzing data, estimating performance, and offering suggestions. Modern management accountants face evolving expectations, such as contributing strategically to long-term goals and communicating information using visualizations. We specifically focus on how managerial accounting courses and textbooks should integrate data analytics to better prepare accounting students for the current working requirements. This study presents survey findings encompassing perspectives from 23 accounting professors and 46 practitioners. The survey revealed a prevalent endorsement for data analytics integration, with 91% of practitioners and 78% of professors advocating for inclusion. Specifically, 64% of professors support substantial integration compared to 36% of practitioners. About 25% of both groups believe in discussing data analytics in every management accounting topic if not deeply integrated. This study significantly contributes to accounting education literature by combining insights from educators and practitioners regarding the inclusion of data analytics in management accounting. While professors offer guidance on essential materials and practices, practitioners enrich the discussion with practical, workplace-relevant techniques.
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This paper contributes to the symbolic interactionist literature on authenticity and the self by drawing from ethnographic research conducted with 46 faculty members at an…
Abstract
This paper contributes to the symbolic interactionist literature on authenticity and the self by drawing from ethnographic research conducted with 46 faculty members at an American public research university. I offer an analysis of the changing meanings of professors’ sense of self across careers, ranks, and hiring cohorts and I suggest the following: (a) professors’ experiences of authenticity and inauthenticity remain similarly frequent throughout their careers; (b) professors’ concept of true self changes considerably from the time they are hired to the time they retire; (c) younger professors need to face different demands and challenges than older professors, as they need to adapt to a different academic social world marked by new practices and conventions surrounding tenure, research, teaching, and service.
Jing Li, Paige K. Evans, Cheryl J. Craig, Donna W. Stokes, Rakesh Verma and Gang Zhu
Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To…
Abstract
Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.