المسؤولية المهنية لأعضاء هيئة التدريس مدخلا لتحقيق جودة التعليم الجامعي : دراسة حالة بجامعة المنيا
This research aims to identify the degree of professional responsibility of university staff members in their sub-fields (academic-ethical-humane, scientific, developmental, legal and social from the staff members point of view as well as from the students point of view. Also the research aims to identify if there are statistically significant differences between theoretical and scientific colleges students relating to the degree of practice areas of professional responsibility for university staff members. The research used the descriptive approach as well as the case study. The questionnaire was used as a tool for gathering information. A questionnaire was applied to a sample of (152) faculty staff members at a ratio of (38,7%) from the original community. (391) located at some faculties such as (education, arts, science and computing and information). Another questionnaire was applied to a sample of students counted (466) (a male and females ones) who joined theoretical faculties and (164) students who joined practical faculties, at the ratio of 28.25% from the original community (2450) students from the fourth year (both females and males). The data were processed statistically using the average response rate and z test for the differences between theoretical colleges and practical colleges. The results showed that the degree of practicing the areas of professional responsibility from the staff members point of view, were high. They ranged between 95, and 82, in all areas of professional responsibility except community responsibility, where the degree of practice was low (68). However, from the students' point of view, the degree of practice of the areas of professional responsibility was high in moral responsibility (71,) yet average at academic responsibility (66,) at legal (65.) Humane (63.) As for social responsibility the results were of low significance (62). There were no statistically significant differences between the degree of practice at the areas of professional responsibility for staff members among students of theoretical colleges and students of practical colleges. At the end of the researcher presented a set of mechanisms to activate the practice of professional responsibility areas for university staff members to achieve the faculty of university teaching. (Published abstract)