Prevalence of Risk Factors for Hypertension Among Faculty at an Urban University in Uganda

Purpose

Hypertension is a major contributor to morbidity and mortality worldwide. Many people however are not aware of their possession of risk factors for hypertension. There is a paucity of literature in Uganda describing the risk profile of faculty at public universities. The purpose of this study was to determine the prevalence of hypertension risk factors among university teaching staff.

Methods

This study was conducted among faculty at Makerere University in Uganda. The modified World Health Organization STEP-wise approach for non-communicable disease surveillance was used in data collection. Hypertension was defined as having a systolic blood pressure of ≥140mmHg and/or a diastolic blood pressure of ≥90mmHg, or being on antihypertensive medications. Participants were enrolled from the faculty lists by proportionate to size systematic sampling until the sample size for each college was obtained. Data was collected from January to March 2018. Multivariate logistic regression was used to determine factors associated with hypertension.

Results

A total of 141 participants were recruited into the study. The prevalent risk factors for hypertension include physical inactivity (78.7%), overweight (46.8%), obesity (20.6%), addition of extra salt to food (46.8%), current alcohol consumption (33.3%), history of smoking (10.6%), inadequate fruit and vegetable servings per day (100%), family history of hypertension (40.4%) and a family history of diabetes (22.7%). Hypertension was prevalent at 26.2% (95% CI 18.94-33.46%). The risk factors significantly associated with hypertension included a family history of hypertension (p=0.009), obesity (p=0.008) and male gender (p = 0.029).

Conclusion

The prevalence of known hypertension risk factors among university teaching staff in urban Uganda is high. Majority of these risk factors are modifiable highlighting the need for continuous screening as well as introduction of prevention and health promotion strategies to reduce the risk burden.

Does the Faculty's Perception of Gender Discrimination Relate to Its Assessment of Organizational Democracy in the University?

This work aimed to study the relationship between the perception of organizational democracy and gender discrimination at a Chilean public university. It is known that organizational democracy is not only about organizational life but also about democratic perceptions, attitudes, and behaviors in social life, as found in academic contexts. The methodology used factor analysis and descriptive and inferential statistical techniques to analyze data from a survey administered to 704 university faculty members, with a response rate of 58.1%. The gender distribution of this respondent population was 67% male and 37% female, values equivalent to the Chilean public university system (60% and 40%, respectively). The results highlight the importance of gender perspective in higher education. Indeed, academics who perceive greater gender discrimination toward women appreciate the deployment of organizational democracy to a lesser extent. Moreover, a high perception of discrimination on the part of women is confirmed (46%), them being, in turn, the ones who show a greater predisposition toward gender equality. This research intends to contribute to the development of strategies to remove obstacles to gender equality and improve the commitment of the academic community to institutional progress.

Depression and workaholism in undergraduates: Examining gender as a moderator

Introduction: This study aims to examine the association between depression and workaholism among university students. Methods: Participants were 182 undergraduates at a large university in the South of Poland, aged between 20-28 years old (M = 22.17, SD = 1.39), including 102 women (56%). The cross-sectional study used the Beck Depression Inventory (BDI) and the Work Addiction Risk Test (WART). Results: This study shows that depression and workaholism levels are significantly lower in Physical Education students than other faculties' students. Gender moderates the relationship between workaholism and depression. Women demonstrate a stronger association between depression and workaholism than men. Conclusions: Both physical activity and gender appear to play an essential role in mental health prevention. The result of this study should be considered in therapy and prevention programs at university campuses.

Assessing how a tobacco-free campus leads to attitude change and support among students, faculty, and staff

INTRODUCTION

Universities are increasingly considering tobacco-free campus policies to help promote a healthy learning and working environment. We assessed attitudes of students, faculty, and staff, before and after the implementation of a tobacco-free campus policy at a large, urban university. We also examined individual factors associated with these attitudes.

METHODS

An independent panel design method was used to assess students, faculty and staff about their tobacco product use, attitudes towards tobacco policies, and support for cigarette and e-cigarette bans 3 months before and 7 months after a university-wide policy change to ban tobacco and e-cigarettes on campus. Survey participants before the policy change included 636 students and 1356 faculty/ staff. Survey participants after the policy change included 1000 students and 574 faculty/staff. We conducted separate multiple linear and logistic regression models for students and faculty/staff.

RESULTS

Attitudes towards tobacco-free campus policies did not improve for students, but did for faculty/staff. Support for bans of cigarettes and e-cigarettes on campus increased following the policy change among both students and faculty/staff. Students were more willing to ask their friends to stop vaping post-policy, but did not differ in their willingness to ask friends to stop smoking. Among the individual factors considered, gender and use of cigarettes and e-cigarettes were predictive of attitudes among both students and faculty/staff. Women were more likely to support and have more positive attitudes towards bans, while current tobacco product users were less likely to support tobacco product bans and have less positive attitudes towards tobacco policies.

CONCLUSIONS

Attitudes towards tobacco-free campus policies changed pre- to postpolicy among faculty/staff, but not among students. However, both students and faculty/staff were more supportive of tobacco product bans following the policy change. Individual factors associated with support and attitudes were identified.

A Qualitative Exploration of Addiction Disclosure and Stigma among Faculty Members in a Canadian University Context

Addiction is one of the most stigmatized public health issues, which serves to silence individuals who need help. Despite emerging global interest in workplace mental health and addiction, scholarship examining addiction among university faculty members (FMs) is lacking, particularly in a Canadian context. Using a Communication Privacy Management (CPM) framework and semi-structured interviews with key informants (deans and campus mental health professionals), this qualitative study aimed to answer the following research questions: (1) What is the experience of key informants who encounter FM addiction? (2) How may addiction stigma affect FM disclosure and help-seeking? and (3) What may help reduce addiction stigma for FMs? Thematic analysis was used to identify three main themes: (1) Disclosure was rare, and most often involved alcohol; (2) Addiction stigma and non-disclosure were reported to be affected by university alcohol and productivity cultures, faculty type, and gender; (3) Reducing addiction stigma may involve peer support, vulnerable leadership (e.g., openly sharing addiction-recovery stories), and non-discriminatory protective policies. This study offers novel insights into how addiction stigma may operate for FMs in relation to university-specific norms (e.g., drinking and productivity culture), and outlines some recommendations for creating more recovery-friendly campuses.

A research on sources of university faculty occupational stress: a Chinese case study

Background

The aim of this study was to investigate the stress level of university faculty members, the important determinants of faculty members’ stress, and the implications for both faculty members and administrators.

Subjects and methods

Participants were asked to complete a questionnaire consisting of 24 questions. Reponses from 240 participants at a Chinese university were analyzed using SPSS software. The descriptive statistics showed the participants’ statistical characteristics. Cronbach’s a and varimax rotation were used to assess the reliability and validity of the scale. The main statistical methods used were ANOVA and multifactor line regression.

Results

University faculty members’ occupational stress is widespread across occupational hierarchies. University faculty members are faced with different levels of teaching and scientific research and personal development pressures. Professional ranking, age, and length of teaching make a difference in the level of faculty members’ occupational stress. The results can help us confirm that scientific research, professional development, and administrative affairs are significant influencing factors of faculty members’ occupational stress.

Conclusion

University faculty members’ occupational stress is the outcome of structural constraints of university and personal characteristics. On the one hand, the faculty members should recognize the positive impact of occupational stress while striving to eliminate stressors. On the other hand, this empirical study uncovered that the evaluation mechanism based on quantitative performance indicators has greatly increased the occupational pressure on university faculty members.

University life with ASD: Faculty knowledge and student needs

Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed.

Nonfixed Retirement Age for University Professors: Modeling Its Effects on New Faculty Hires

We model the set of tenure-track faculty members at a university as a queue, where "customers" in queue are faculty members in active careers. Arrivals to the queue are usually young, untenured assistant professors, and departures from the queue are primarily those who do not pass a promotion or tenure hurdle and those who retire. There are other less-often-used ways to enter and leave the queue. Our focus is on system effects of the elimination of mandatory retirement age. In particular, we are concerned with estimating the number of assistant professor slots that annually are no longer available because of the elimination of mandatory retirement. We start with steady-state assumptions that require use of Little's Law of Queueing, and we progress to a transient model using system dynamics. We apply these simple models using available data from our home university, the Massachusetts Institute of Technology.