Assessing Programmatic Mentoring: Requiem for Carmen

This essay is not about getting good mentoring. Rather, it is about the ways in which institutions must invest in providing resources for professional success and wellness, with a particular understanding of the needs of women of color. To ensure faculty retention and success, institutions must not only provide resources but also engage in exacting assessment practices to ensure programmatic efficacy.

Strategies for improving faculty retention: a mixed-methods study in a private medical university in Karachi, Pakistan

Introduction: To determine the strategies that improve faculty retention at a medical university. Methods: The mixed-method study was conducted at Bahria University Medical and Dental College, Karachi, from August to September 2020, and comprised faculty members of either gender associated either with the university or with Pakistan Navy Station Shifa Hospital. Qualitative component comprised of semi-structured interviews. Quantitative data was collected using the 35-item Faculty Retention Strategies Questionnaire (FRSQ). Data was analysed using SPSS 23. Exploratory factor analysis (EFA) was done to extract the common factors influencing faculty retention. Results: Of the 182 faculty members approached, 101(56%) responded. Of them, 66(65.3%) subjects were females, 35(34.7%) were males, 46(45.5%) were aged <36 years, and 65(65.3%) were working at the university for <5 years. The factors affecting faculty retention were direct communication of departmental head with faculty, timely promotions, feedback on teaching performance to junior faculty, clear employment policies, protected research time, teaching expertise-based promotions, implementing innovative faculty ideas, scholarships for postgraduate faculty, faculty administrative positions, equal junior faculty workloads, transport provision, competitive pay-scale and faculty development workshops. Item mean was 4.143±0.380, Cronbach’s alpha was 0.894 and inter-item correlation was 0.223. EFA revealed a 4-factor solution: ‘institutional work support’, ‘faculty development’, ‘faculty communication’ and ‘faculty leadership initiative’. Conclusion: Implementing certain strategies could possibly lead to long-term faculty retention. Key Words: Faculty attrition, Faculty development, Faculty resignation, Faculty retention, Faculty turnover. Continuous...

Report: LGBT+ Faculty Retention in STEM Disciplines at Postsecondary Institutions in the United States

A guide on retaining LGBT+ faculty in STEM at institutions of higher education, based on extant literature.

Antecedents of Nursing Faculty Organizational Commitment: Exploring Job Satisfaction

Nursing faculty retention is critical, as faculty retention directly impacts educational programs that produce future nurses poised to meet employment demand. The topics of job satisfaction and commitment are of continued interest as researchers examine factors that affect nursing faculty's intent to stay. Thus, this research focused on job satisfaction that potentially impacts the level of affective organizational commitment among nursing faculty. Regression results revealed that the supervisor, promotion, nature of work, and satisfaction with coworkers were positively related to affective organizational commitment, while nursing pay, benefits, and operating conditions revealed no statistically significant results.

The Prospects Affecting Faculty Retention in Higher Education Institutions (HEIs) in Pakistan

Leveraging and fostering those resources for non-stop increase of the organization is similarly critical for somebody serving in a business to a person serving in teachers. Whether or not it is a worker of any organization or of any educational institute, a trained and content college can lead the institute to new heights whilst an opposite you'll be able to abate it badly. So, every resignation stored is each greenback earned and it’s the faculty who provides standards and shapes the prospect of the kingdom through growing skills of the students because the facilitator and teacher for their self intensification as well as the increase of the financial system. A low retention price creates luxurious financial and academic effects for establishments and academic departments. Monetary outcomes consist of a misplaced go back on a preceding investment, the monetary expenditure of recruiting an alternative, and the instance of different universities and institutions diverted to the hiring manner. This article is reviewing and highlighting the prospects that effective Faculty employment is critical in attaining a first rate dwelling fashionable, social and economic development, and personal fulfillment. Further, these employees want to understand how additional praise and development are related to overall performance. This may help to take away any uncertainty as to what is expected of them and increase Faculty Retention

Job Satisfaction and Its Influence on Faculty Retention and Turnover in a Private University in Liberia

Prior research declared that increased job satisfaction among faculty can explicitly influence behaviors and attitudes in faculty within institutions of higher education: retention, job performance, institutional commitment, engagement, among others. It is important that universities monitor the satisfaction levels of their faculty to secure increased levels of their performance. The qualitative, explanatory single case study was to explore how job satisfaction influence faculty retention and turnover in a private university in Monrovia, Liberia, West Africa. The need for qualified and committed faculty in Liberia continues to increase. To meet this need for high numbers of faculty, retention of qualified faculty has become a priority. The implication of this study is the importance of having effective leadership and healthy organizational culture to improve faculty morale and job satisfaction by developing strategies to retain quality faculty and reduce turnover.

Administrative Best Practices to Retain Online Faculty

This qualitative reflection explores the adjunct instructor perspective and identifies reasons faculty indicate for changing institutions or leaving higher education altogether. Losing faculty is costly in many areas: training new hires, a poor reputation, students questioning instructor turnover, explaining turnover to accrediting agencies, low instructor morale, and a lack of interest or dedication to the institution. Instructors believe administrators have the power to influence change in these areas and, by not doing so, assume administrators are not concerned about retention, fair pay, and a working environment conducive to an engaged faculty base. Administrators can improve faculty retention, working environment, school perception, and attract seasoned instructors by 1) taking a hard look at the reasons faculty are frustrated and/or burned out, 2) bringing in advisors to work with students, and 3) not overburdening faculty who are hired to instruct a course with administrative or micromanaged tasks.