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This introduction to the special section examines the current state of networking in faculty development across programs, initiatives, and practices. Networking has become a prominent feature of program designs and outcomes, assisting and supporting faculty not only with learning and success-oriented opportunities but also spaces for gathering and building relationships to support their work.

This study examines autistic and non-autistic college students’ experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity.

Professional development coaching helps faculty achieve their professional goals, yet little is known about its long-term impact. To better understand long-term impact, we surveyed 172 faculty who participated in our coaching program. Descriptive, inferential, and qualitative data in this mixed methods study suggest that faculty who engaged in more than one semester of coaching perceived increased job productivity and likelihood of job retention. Assistant Professors reported increased educational advancement, while higher rank faculty reported enhanced skill sets and a greater sense of belonging. Faculty described an enduring, positive impact across academic stages for success, job satisfaction, work-life balance, and burnout.

Purpose The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings. Design/methodology/approach A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes. Findings Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings. Practical implications The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations. Originality/value While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.

Mentorship plays a pivotal role in the development of faculty, across areas of academic and professional achievement. Faculty mentor programs exist to support and advance faculty through a variety of models and levels. As an introduction to the special section on faculty mentorship and mentor models, the authors examine the critical importance of mentorship programming from several key perspectives including 1) supporting emerging faculty growth, 2) supporting adjunct faculty, 3) supporting first-year programs, and 4) supporting doctoral students.

The coronavirus disease (COVID-19) quickly emerged as an unprecedented pandemic that has impacted communities at every level. Although online teaching is not a new concept, many faculty entered new territory as they transitioned into the online learning environment at the onset of the pandemic. This qualitative, narrative inquiry sought to capture the unique experiences of on-ground faculty during the rapid transition into online learning. Through these twenty interviews, some emerging themes included the instability and usage of technology, changes in engagement and participation, and the need for additional student and faculty support. Emerging themes provide insight to future implications related to transitioning to 100% online for faculty. Future research related to students’ experiences is recommended to gain a thorough understanding of both sides.

Online learning performance (OAP) serves as a critical determinant of educational quality and students’ academic success. In this study, we probe into the impact of faculty support (FS) on online learning performance among university students and assess the mediating roles of academic self-efficacy (ASE) and academic emotions (AE). A quantitative survey design was adopted, which involved public universities in Sichuan province in China. The participants consisted of 2,124 public university students who were selected via stratified sampling. Data were analyzed using partial least squares structural equation modelling (PLS-SEM) via Smart PLS 3.0 software. The analysis conducted using the standard bootstrapping procedure allowed for the estimation of both direct and indirect path coefficients in the study. Supported by the social support theory of faculty support, social cognitive theory of academic emotions, and self-efficacy theory of academic self-efficacy, Our results indicate that (1) a positive association between faculty support and students’ online learning performance, (2) the mediating effect of academic emotions between faculty support and online learning performance, and (3) the mediating effect of academic self-efficacy between faculty support and online learning performance. This study echoes prior research emphasizing faculty support as a pivotal component in enhancing student learning outcomes, while spotlighting the crucial role of academic self-efficacy and emotions in bolstering this relationship. This study, of noteworthy significance, foregrounds the importance of faculty support, academic self-efficacy, and academic emotions in optimizing online learning performance in higher education. Future research directions and implications are further discussed.

PurposeThis study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships.Design/methodology/approachData were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R.FindingsThe study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern’s professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication.Research limitations/implicationsThe findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings.Practical implicationsThe findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern’s professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies.Originality/valueThis study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships.

Background Midwifery education critically shapes graduates’ employment status and satisfaction. This study identifies predictors of employment outcomes and satisfaction among Palestinian midwifery graduates, focusing on sociodemographic factors, curriculum quality, clinical training, and faculty support. It also analyzes regional employment disparities and satisfaction variations across graduation cohorts. Methods 273 graduates of the Midwifery Bachelor’s Program at Ibn Sina College of Health Professions completed a cross-sectional survey. Data collected included sociodemographic information, employment status, and satisfaction with curriculum, clinical training, and faculty support. Instrument validity was confirmed with a Content Validity Index (CVI) of 0.84. A pilot study ( n  = 27) refined the survey. Statistical analyses included Chi-square tests, Pearson’s correlations, and multiple logistic regression, with results presented as odds ratios (OR) and 95% confidence intervals (CI). Results Graduates under 25 years had lower employment rates (OR = 0.68, 95% CI: 0.50–0.92, p  = 0.036), while married graduates were more likely to be employed. Strong faculty mentorship tripled employment odds (OR = 2.75, 95% CI: 1.81–4.18, p  = 0.002). Curriculum quality moderately correlated with satisfaction (ρ = 0.32, p  = 0.001). Neonatal training satisfaction was lower (33% excellent, 55% good), with identified gaps in clinical preparedness. Employment disparities across regions were statistically significant (χ² = 10.82, p  = 0.001), favoring the northern West Bank. Conclusion Improvements are needed in neonatal care training and faculty mentorship. Clinical rotations in high-risk settings should expand. Future research must include socioeconomic status and prior healthcare experience as variables. Regional job placement initiatives are necessary to address employment disparities. Clinical trial number Not applicable.

Purpose In health professions education (HPE), trainees’ resistance against structural harm and social injustice has gained prominence. However, understanding faculty perspectives on supporting such resistance remains limited. This study delves into how HPE faculty conceptualize and support trainees’ resistance efforts, exploring boundaries, rationales, and strategies. Method Using constructivist grounded theory, we interviewed 24 faculty members in HPE, including medicine, nursing, pharmacy, and physician assistant. Data were analyzed using open, focused coding, and constant comparative methods. We also drew from conceptual frameworks including tempered radicals and personal space theory to help understand faculty’s conceptualization of boundaries. Results We organized the data into four themes. While most HPE faculty acknowledge the importance of supporting trainees, they hold divergent views regarding when to offer such support and how trainees should engage in acts of resistance. We identify four common boundaries—patient safety, professionalism, professional consequences, and personal safety—that influence faculty considerations. within these boundaries, various supporting strategies were employed, including affirming, building mindset against tokenism, and minimizing DEI performative action. Conclusions These findings highlight the dual role of faculty in balancing professional standards while fostering a space for trainees’ work, which offer insights for trainees to realign their resistance efforts with these boundaries.