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Importance: When an emerging infectious disease outbreak occurs, such as COVID-19, institutions of higher education (IHEs) must weigh decisions about how to operate their campuses. These decisions entail whether campuses should remain open, how courses should be delivered (in-person, online, or a mixture of the two), and what safety plans should be enacted for those on campus. These issues have weighed heavily on campus administrators during the on-going COVID-19 pandemic. However, there is still limited knowledge about how such decisions affect students' enrollment decisions and campus safety in practice when considering compliance. Objectives: To assess 1) students' willingness to comply with health protocols and contrast their perception of their classmates' compliance, 2) whether students prefer in-person or online learning during a pandemic, and 3) the importance weights of different aspects of campus operations (i.e., modes of course delivery and safety plans) for students when they decide to enroll or defer. Design setting and participants: An internet-based survey of college students took place from June 25, 2020 to July 10, 2020. Participants included 398 industrial engineering students at the Georgia Institute of Technology, a medium-size public university in Atlanta, Georgia. The survey included a discrete choice experiment with questions that asked students to choose whether to enroll or defer when presented with hypothetical scenarios related to Fall 2020 modes of course delivery and aspects of campus safety. The survey also asked students about expected compliance with health protocols, whether they preferred in-person or online courses, and sociodemographic information. Main outcomes and measures: We examine students' willingness to comply with potential health protocols. We estimated logistic regression models to infer significant factors that lead to a student's choice between in-person and online learning. Additionally, we estimated discrete choice models to infer the importance of different modes of course delivery and safety measures to students when deciding to enroll or defer. Results: The survey response rate was 20.8%. A latent class model showed three classes of students: those who were "low-concern" (comprising a 29% expected share of the sample), those who were "moderate-concern" (54%) and those who were "high-concern" (17%). We found that scenarios that offered an on-campus experience with large classes delivered online and small classes delivered in-person, strict safety protocols in terms of mask-wearing, testing, and residence halls, and lenient safety protocols in terms of social gatherings were broadly the scenarios with the highest expected enrollment probabilities. The decision to enroll or defer for all students was largely determined by the mode of delivery for courses and the safety measures on campus around COVID-19 testing and mask-wearing. A logistic regression model showed that a higher perceived risk of infection of COVID-19, a more suitable home environment, being older, and being less risk-seeking were significant factors for a person to choose online learning. Students stated for themselves and their classmates that they would comply with some but not all health protocols against COVID-19, especially those limiting social gatherings. Conclusions and relevance: The majority of students indicated a preference to enroll during the COVID-19 pandemic so long as sufficient safety measures were put in place and all classes were not entirely in-person. As IHEs consider different options for campus operations during pandemics, they should consider the heterogeneous preferences among their students. Offering flexibility in course modes may be a way to appeal to many students who vary in terms of their concern about the pandemic. At the same time, since students overall preferred some safety measures placed around mask-wearing and COVID-19 testing on campus, IHEs may want to recommend or require wearing masks and doing some surveillance tests for all students, faculty, and staff. Students were expecting themselves and their fellow classmates to comply with some but not all health protocols, which may help IHEs identify protocols that need more education and awareness, like limits on social gatherings and the practice of social distancing at social gatherings.

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Faculty members in science, technology, engineering, and mathematics (STEM) disciplines are typically expected to pursue grant funding and publish to support their research or teaching agendas. Providing effective professional development programs on grant preparation and management and on research publications is crucial. This study shares the design and implementation of such a program for Native STEM faculty (NAF-STEM) from two tribal colleges and one public, non-tribal, Ph.D. granting institution during a 3-year period. The overall development and implementation of the program is centered on the six R's Indigenous framework - Respect, Relationship, Representation, Relevance, Responsibility, and Reciprocity. The role of NAF-STEM and their interactions with the program, as members of the community formed by their participation, impacted the program. Their practices and the program co-emerged over time, each providing structure and meaning for the other. Through such reciprocity, NAF-STEM and the program research team continually refined the program through their mutual engagement. They took on the shared responsibility of the program while they participated in and shaped its practices. The process and results of formative and summative assessment and the impact of COVID-19 on the program are reported. Results of the program offer lessons on the implementation of six R's framework in professional development at institutions of higher education.

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Objective: Food allergies are on the rise in the U.S. Factors associated with willingness and readiness to act in a food allergic emergency on a college campus are currently unknown. Participants: College students in one Catholic college enrolled during spring of 2017. Methods: A previously piloted survey was distributed by e-mail. Results: Four hundred seventy-four individuals responded. All readiness components correlated, and all willingness components correlated with each other. Age, having children, college major had statistically significant correlations with readiness and willingness to act. Readiness was highly predictive of willingness to act in an FAE. Thirty-five percent of variability in willingness to act was explained by age, being health professions students, desire to be trained, social desirability, and readiness. Students in nonhealth related majors expressed high willingness, but low readiness. Conclusion: A pool of willing, trained to act individuals should be considered on college campuses including availability of unassigned epinephrine auto-injector.

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O objetivo do presente estudo foi caracterizar a organização do trabalho em uma instituição universitária pública de nível superior do Nordeste, explorando-se as relações entre as diferentes dimensões e subdimensões do modelo proposto por Morgeson e Humphrey. Trata-se de um estudo quantitativo de corte transversal no qual participaram 691 servidores públicos. Utilizou-se a versão do Work Design Questionnaire (WDQ) em processo de validação para o contexto brasileiro. Foram conduzidas análises descritivas (média, desvio-padrão e distribuição de frequência) e inferenciais (correlações de Pearson e teste t de Student). Os resultados revelaram um desenho do trabalho que articula níveis ricos de escopo das tarefas e uso do conhecimento com condições contextuais mais precárias. Por se tratar do primeiro estudo utilizando o modelo de Morgenson e Humphrey no Brasil, são necessárias novas pesquisas para ampliar a compreensão de como o trabalho é organizado no País e em ambientes singulares como são as universidades.

The objective of this study was to characterize the organization of work in a public university of higher education in Northeastern Brazil, exploring the relationships between the different dimensions and subdimensions of the model proposed by Morgeson and Humphrey. In total, 691 technical-administrative staff participated in this cross-sectional, quantitative study. The WDQ (Work Design Questionnaire) version in the process of validation in Brazil was used. Descriptive (mean, standard deviation, and frequency distribution) and inferential (Pearson's correlation and Student's t-test) analyses were conducted. The results revealed a work design that links richer levels of task scope and use of knowledge with more precarious contextual conditions. Since this is the first study using the Morgeson and Humphrey model in Brazil and at this institution, further research is needed to broaden the understanding of how work is organized in singular institutions such as universities.

El objetivo del presente estudio es caracterizar la organización del trabajo en una institución universitaria pública del Nordeste, explorando las relaciones entre las diferentes dimensiones y subdimensiones del modelo propuesto por Morgeson y Humphrey. Se trata de un estudio de corte transversal, cuantitativo, en que participaron 691 funcionarios. Se utilizó la versión del Work Design Questionnaire (WDQ), que se encontra en proceso de validación para el contexto brasileño. Se realizaron análisis descriptivos (media, desviación estándar y distribución de frecuencia) e inferenciales (correlaciones de Pearson y Prueba T de Student). Los resultados revelaron un diseño del trabajo que articula niveles ricos de alcance de las tareas y uso del conocimiento con condiciones contextuales más precarias. Por tratarse del primer estudio utilizando el modelo de Morgenson y Humphrey en Brasil-, son necesarias nuevas investigaciones para ampliar la comprensión de cómo el trabajo está organizado en el país y en ambientes singulares como son las universidades.

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The present article was designed to describe the history of the Department of Otorhinolaryngology based at the Academician E.A. Vagner Perm State Medical University and overview its research, educational, and therapeutic activities.

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O poder informal procede da estrutura informal da organização, tende a surgir de maneira natural, não possui um papel formal de liderança e hierarquia, mas é reconhecido pelo grupo. O objetivo deste estudo foi analisar o poder informal de atores organizacionais desprovidos de cargos de chefia em situações do cotidiano de trabalho. Para analisar o exercício de poder informal foi escolhida uma Instituição de Ensino Superior (IES) privada da cidade de Boa Vista-RR. Com delineamento de levantamento de dados, a investigação ancorou-se na abordagem qualitativa para investigar um estudo de caso, que envolveu doze funcionárias da área de serviços gerais. A coleta de dados utilizou como recursos a observação no local de trabalho e a realização de entrevista. Foram construídas cinco proposições sobre as relações de poder. Dessas proposições, quatro (P1, P2, P3 e P5) foram comprovadas e uma parcialmente comprovada (P4). Os resultados revelaram que o poder é inerente ao ser humano e que é manifestado de diferentes formas: imposições, manipulações de situações diversas, trocas, barganhas, coerção, informação, recompensa, medo, horários, fardamento, entre outras.

The informal power comes from the informal structure of the organization and tends to arise naturally, it does not have a formal leadership role and hierarchy, but it is recognized by the group. The aim of this study was to analyze the informal power of workers devoid of leadership positions in situations of daily work. In order to analyze the exercise of informal power in an organizational environment, a private Higher Education Institution – in Boa Vista (RR) – was chosen. With a research design based on data collection, this work was anchored in the qualitative approach to investigate a case study involving twelve employees in the area of general services. The data was collected using observation in the workplace and interviews. Five propositions about power relationships were built and (P1, P2, P3 and P5) were confirmed and just one was partially confirmed (P4). The results revealed that power is inherent to human beings and is manifested in different ways: command/control, manipulation of various situations, exchanges, bargains, coercion, information, reward, fear, rigid schedules and mandatory use of uniforms, among others.

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O poder informal procede da estrutura informal da organização, tende a surgir de maneira natural, não possui um papel formal de liderança e hierarquia, mas é reconhecido pelo grupo. O objetivo deste estudo foi analisar o poder informal de atores organizacionais desprovidos de cargos de chefia em situações do cotidiano de trabalho. Para analisar o exercício de poder informal foi escolhida uma Instituição de Ensino Superior (IES) privada da cidade de Boa Vista-RR. Com delineamento de levantamento de dados, a investigação ancorou-se na abordagem qualitativa para investigar um estudo de caso, que envolveu doze funcionárias da área de serviços gerais. A coleta de dados utilizou como recursos a observação no local de trabalho e a realização de entrevista. Foram construídas cinco proposições sobre as relações de poder. Dessas proposições, quatro (P1, P2, P3 e P5) foram comprovadas e uma parcialmente comprovada (P4). Os resultados revelaram que o poder é inerente ao ser humano e que é manifestado de diferentes formas: imposições, manipulações de situações diversas, trocas, barganhas, coerção, informação, recompensa, medo, horários, fardamento, entre outras.(AU)

The informal power comes from the informal structure of the organization and tends to arise naturally, it does not have a formal leadership role and hierarchy, but it is recognized by the group. The aim of this study was to analyze the informal power of workers devoid of leadership positions in situations of daily work. In order to analyze the exercise of informal power in an organizational environment, a private Higher Education Institution – in Boa Vista (RR) – was chosen. With a research design based on data collection, this work was anchored in the qualitative approach to investigate a case study involving twelve employees in the area of general services. The data was collected using observation in the workplace and interviews. Five propositions about power relationships were built and (P1, P2, P3 and P5) were confirmed and just one was partially confirmed (P4). The results revealed that power is inherent to human beings and is manifested in different ways: command/control, manipulation of various situations, exchanges, bargains, coercion, information, reward, fear, rigid schedules and mandatory use of uniforms, among others.(AU)

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