The International Journal of Faculty and Leadership Development is pleased to invite submissions of manuscripts that contribute to the advancement of both theoretical and practical knowledge in the realm of faculty development within postsecondary institutions. In order to be considered for publication in our journal, submitted manuscripts, whether in their entirety or in part, should not have been previously published elsewhere or currently be under review for publication elsewhere. Our journal operates as an independent, peer-reviewed platform.
Published three times annually, our journal serves as a conduit for the dissemination of valuable insights and information pertaining to faculty development in the context of higher education.
The International Journal of Faculty and Leadership Development is dedicated to showcasing research and scholarly work that sheds light on innovative approaches to faculty development. This content is relevant not only to administrators but also to faculty members and professionals specializing in faculty development. Our journal maintains a strong emphasis on the post-secondary educational environment.
Our mission is to provide valuable resources for educators and administrators who seek research studies conducted through both qualitative and quantitative methodologies. These studies delve into the exploration of theories and philosophies surrounding faculty development. Furthermore, our journal offers a platform for leadership research pertinent to executives in higher education.
Current Issue
The International Journal of Faculty and Leadership Development is the official journal of the Dowling International Academy of New York. This volume includes higher education students’ experiences during the pandemic and the solutions to cope with the challenges. The Fall 2023 issue consists of the impact of online learning during the pandemic (Edwin Almanzar), the impact of technology on the pandemic (Yavo Tanoh), the experience of organizational crisis during the pandemic (Christopher Pierson), the impact of COVID-19 on education (Brett Igoe), the pandemic, schoolwork, and mental health (Michael Greco), COVID-19’s impact on mental health and social media use of generation Z (Skye Joyce), education suffered during the pandemic (Tiffany Taylor), decision in crisis using strategic thinking (Michael Mercedes), bystander’s cause and effect is a new phenomenon (Oliver Altamirano), transitioning from high school to college during the pandemic (Britney Espinosa), and attending school while the whole world had stopped (Nicolas Avery).
The conclusions of these works expand the knowledge that guides educators and policymakers. These papers also provide the direction for future empirical research in higher education. The future of American higher education depends on the variety of solutions learned from past events. The International Journal of Faculty and Leadership Development continues to highlight works of rigor to promote meaningful discourse. You are invited to review these works and extend them through further research.
Many thanks to the journal’s committee members and reviewers who contributed their efforts, expertise, and valuable time.