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1.
Laura Elena Padilla 《Higher Education》2008,56(2):167-183
This article depicts how faculty members at Mexican higher education institutions have been prepared in order to assume their
professional responsibilities. It relies on three elements: First, a secondary analysis of a national faculty survey composed
of 3,861 faculty members from 65 institutions; second, 34 interviews conducted in eight higher education institutions; third,
a primary analysis of an institution faculty survey in a public autonomous university. Results are presented regarding the
following issues: first, the central traits of anticipatory or formative in-site faculty socialization; second, the changes
in the highest degree faculty obtained at entry into academic life as compared to the obtained degree at the time of the survey;
third, the formative time patterns during faculty’s higher education training, fourth, the conditions of study under which
faculty members obtained their graduate degrees; and fifth, the academic inbreeding phenomenon. 相似文献
2.
General experiences + race + racism = Work lives of Black faculty in postsecondary science education
Eileen R. C. Parsons Domonique L. Bulls Tonjua B. Freeman Malcolm B. Butler Mary M. Atwater 《Cultural Studies of Science Education》2018,13(2):371-394
Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices. 相似文献
3.
Luis Columna Samuel R. Hodge Amaury Samalot-Rivera Alexander N. Vigo-Valentín Carlos M. Cervantes 《Quest (Human Kinetics)》2018,70(2):256-274
The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions. 相似文献
4.
Faye Wiesenberg 《Distance Education》2005,26(3):385-404
This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross‐culturally must address in order to successfully deliver quality online programs worldwide. 相似文献
5.
Katy Campbell 《Technology, Pedagogy and Education》2013,22(3):309-328
Abstract Most studies of gender and information technology have investigated gender differences in the relationships between education and achievement, and attitudes towards and use of computers. Few have explored gendered experiences of faculty members using learning technologies in higher education. The study on which this article is based explored the experiences of 47 Canadian female faculty members integrating information and communications technologies (ICTs) into the higher education learning environment. The stories they told suggest that learning to use ICT in ways coherent with their values may be an intensely personal process of cognitive and cultural change for these women, in which beliefs and values may be examined and even realignedas they develop personal, moral authority. When faculty members explicitly contextualize the process as social, relational learning, it has the potential to be transformative at personal and societal (institutional) levels. The interrelated theoretical constructs of transformative or action learning, the development of authority-into-agency, and technology issues related to feminist pedagogy frame the three illustrative narratives of experience presented. 相似文献
6.
美国高等教育中介组织的功能及其启示 总被引：9，自引：0，他引：9
中介组织参与高等教育活动是美国高等教育的一个重要特点.这些中介组织在高等教育内部以及高等教育与中等教育、政府和社会的关系方面发挥着多种功能,主要体现在:协调高等院校与政府的关系,实现政府管理和高教自治的有机结合;确立高等院校基本入学资格,促成高等教育与中等教育的衔接;规范高等院校及其专业设置基准,维护高等教育质量,整合高等教育系统;维护教师的权益,促进教师专业化;研讨高等教育问题,捍卫高等学校的自治权;开展调查研究,为教育决策和改革提供咨询和建议.美国高等教育中介组织的成功运作对我国高等教育改革有重要的借鉴意义. 相似文献
7.
Alison Cook-Sather 《Instructional Science》2014,42(1):31-46
Traditional structures in higher education support a separation between faculty members’ and students’ perspectives on classroom practice. This is in part because student-faculty interactions are typically defined by a focus on content coverage and by a clear delineation between faculty and student roles in engaging that content. This paper focuses on key findings from an ongoing action research study that aims to address these basic questions: (1) What happens when faculty and students engage in structured dialogue with one another about teaching and learning outside of the regular spaces within which they interact? and (2) How can such dialogic engagement become a part of both students’ and teachers’ practice? The study takes place within the context of a program that supports undergraduate students and college faculty members in semester-long partnerships through which they explore teaching and learning. The goal of these explorations is to examine, affirm, and, where appropriate, revise pedagogical practice. Constant comparison/grounded theory was used to analyze discussions among and feedback from participants. It was found that partnership facilitates both faculty and students multiplying their perspectives in ways that have the potential to improve teaching and learning. Participants consistently describe gaining new insights produced at and by the intersections of their experiences and angles of vision. Furthermore, they discuss how these insights deepen their own self-awareness and their understanding of others’ experiences and perspectives. Finally, they indicate that, as a result of gaining these insights and deepening their awareness, they are inclined to embrace more engaged and collaborative approaches to teaching and learning. 相似文献
8.
This study uses a critical perspective to examine how online education is used in brick-and-mortar institutions as a mechanism through which power is exercised by and against professors who teach online. Based on a larger study of 25 professors and administrators at four institutions, this work focuses on the experiences of 12 professors. Foucault’s conceptualization of power framed our interpretation of interviews conducted with these professors. Our findings suggest online education enhanced faculty autonomy and visibility, but that it was also used to control faculty members, and for some professors, it was used to alter their professional identities. 相似文献
9.
Using qualitative inquiry, this paper employs a cultural lens to explore the work life experiences of faculty who work in
smaller higher education administration programs in institutions that are not high-level research universities. The research
focus included understanding how participants made sense of the institutions in which they worked and the consequences of
that for their lives. Implications for the field of higher education administration, faculty work, and graduate socialization
are examined. Ultimately, this research suggests that a single model of faculty work life identity drawn using a research
institutional prototype does little to support all faculty members, many of whom work in markedly different institutions. 相似文献
10.
甘大勤 《福建工程学院学报》2006,4(5):668-670,705
高校间的竞争，其实就是教师人才的竞争。高校要提高自身的整体竞争力，就必须加大教师人力资源开发力度。要从战略高度出发，统一思想认识，做好高校教师人力资源开发规划；要根据高校实际情况，制定一整套包括选人、用人、育人和留人等政策和措施；要突出重点，围绕学校学科建设的需要，增强人才引进的针对性和有效性；要与时俱进建立与教师人力资源开发配套的机制。 相似文献
11.
Sahail Asassfeh Hana’ Al-Ebous Faisal Khwaileh Zohair Al-Zoubi 《Educational studies》2014,40(2):121-143
This study is the first to address student evaluation of faculty members (SFE) from a student perspective at a major Jordanian public university using a comprehensive (71-item) questionnaire administered to 620 undergraduates. Addressed are students’ perceptions of the SFE process in terms of: (a) their paper-based vs. online-format preferences; (b) their beliefs about the process; (c) the standards they adopt in the evaluation; (d) the fruitfulness of SFE outcomes; and (e) their opinions about the evaluation instruments currently used at their institutions. It also explores whether students’ beliefs vary according to their gender, GPA and college (Educational Sciences vs. Sciences). The results reveal that most students prefer online evaluation, adopt academic rather than interpersonal criteria in their evaluation, have a low level of satisfaction with the impact of previous evaluations on faculty teaching behaviours and the evaluation instruments used at their institution. Additionally, the findings suggest that gender has a less influential role in shaping students’ beliefs about the SFE process compared to their college or GPA. The findings of this study and their implications are very useful pointers for faculty and higher education administrators, faculty members and students towards further improvement at higher education institutions. 相似文献
12.
David Pérez II 《International journal of qualitative studies in education》2014,27(6):747-767
Latino males are grossly underrepresented at four-year postsecondary institutions in the United States. This phenomenological study seeks to address this emergent educational crisis by focusing on the experiences of two Latino male achievers at predominantly White research universities. Community Cultural Wealth is used to explore how Latino male collegians with a cumulative grade point average (GPA) above 3.75 employed linguistic, resistant, and navigational capital to enhance their academic and social experiences during college. The reports offered by participants in this study are intended to advance knowledge regarding the experiences of Latino male collegians as well as to enhance research, policies, and practices that increase the educational attainment of Latina/o students within higher education. 相似文献
13.
This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in student learning outcomes assessment. Prior research documented the need for more community college faculty involvement with assessment at the program and institutional levels (Grunwald & Peterson, 2003; Kinzie, 2010; Nunley, Bers, & Manning, 2011); however, little research had been published about faculty experiences with assessment at these levels. This study adds to the body of literature about community college faculty participation with assessment by sharing the perspectives of faculty members who had participated with either program or institutional assessment on their campus. One-hour semi-structured interviews with nine participants at three different 2-year institutions recognized for their assessment processes provided the data for the study. The size of this study was limited to nine participants so that an in-depth exploration of each participant’s experience with assessment could be conducted. The shared experiences of the participants in this study revealed that faculty involvement with assessment beyond the course level was primarily influenced by faculty perception of assessment being valued as a tool for institutional improvement. Three indicators of the value placed on assessment by these institutions were that they: (a) allocated resources (time and training) for assessment, (b) clearly articulated the goals of assessment at their institution, and (c) demonstrated how assessment results were used in institutional decision-making. This study also revealed that faculty members’ prior experience working with assessment and individual skills or abilities also influenced decisions to become involved with assessment. 相似文献
14.
Mary M. Atwater 《Innovative Higher Education》1995,19(4):277-286
African American females need to develop alliances with White administrators to transform policies and practices to assist these female faculty members in becoming successful and productive professors at predominantly White research universities. Strategies for White administrators and other powerful White faculty members, and African American females are delineated in this article. In addition, illustrations of courses, activities, and programmatic changes in one college are included.Mary M. Atwater is an associate professor in the Department of Science Education at the University of Georgia. She holds a B.S. in chemistry from Methodist College in Fayetteville, North Carolina; an M.A. (M.S.) in organic chemistry from the University of North Carolina; and, a Ph.D. in science education from North Carolina State University, Raleigh. Her research interests include African American learning and involvement in the sciences, multicultural science teacher education, and urban education. Her teaching experiences include science education, multicultural education, and chemistry. 相似文献
15.
George Tomlinson 《Journal of Further & Higher Education》2018,42(6):855-867
Over the past decade, the number of advertised tenure-track faculty positions in higher education institutions in the United States and abroad has steadily declined while the competition for these positions has become fierce. This situation has caused some scholars to seek perspectives into the factors that influence the tenure-track faculty selection process. This study investigates the elements that impact higher education graduate programme faculty searches. A total of 39 programme coordinators, department heads and deans who had previously participated in higher education programme searches were surveyed to explore their experiences and perceptions regarding the selection process. The findings indicate that the search committee’s faculty votes within the higher education hiring programme are more influential in selection decisions than the votes of either a programme chair or dean. Additionally, participants identified a candidate’s academic accomplishments, interview performance and presentation skills as the determining characteristics influencing their selection. These findings provide useful information to tenure-track job seekers who seek faculty positions at higher education graduate programmes in the United States and around the world. 相似文献
16.
This article investigates the current state of faculty research activity within Tajik higher education institutions (HEIs), where the level of research productivity has substantially decreased in the past three decades. As part of a larger ethnographic study on professional lives of Tajik faculty members, we investigated and found enormous challenges to conducting research and becoming active researchers reported by our respondents. We analyze and discuss how such issues may challenge the development of higher education in the country. 相似文献
17.
Linda K. Johnsrud 《Higher Education》1995,30(1):17-35
The purpose of this study was to explore the perceptions of Korean academic women regarding their faculty careers within Korean universities. Personal interviews were conducted with thirteen female faculty members as well other informants (administrators, male faculty and graduate students) at three large private universities in the Republic of Korea: Yonsei University, Ewha Women's University and Dankook University. The study focuses on 1) the experience of Western-trained academic women in securing faculty positions in Korean universities, 2) the work load and responsibilities of women faculty within the academy, and 3) the impact of their personal lives and social roles on their professional achievement and satisfaction. Comparisons are drawn between the experiences of these Korean academic women and what we have learned about the experiences of academic women in Western institutions.An earlier version of this paper was presented at the annual meeting of the Comparative and International Education Society, Annapolis. 相似文献
18.
An oft-cited maxim in higher education is that “faculty teach the way they were taught” because they receive little formal training in teaching before entering the classroom. However, little is known about the origins of faculty knowledge about teaching or the role their prior experiences play in the development of their teaching practices. In this exploratory study, we interviewed and observed 53 science, technology, engineering, and mathematics faculty at three research institutions. Using qualitative analysis methods (i.e., thematic and causal network analysis), we find that faculty do not only model their teaching after previous instructors, but also draw upon a varied repertoire of knowledge and prior experiences. These include knowledge derived from their experiences as instructors (46 respondents), their experiences as students (22 respondents), their experiences as researchers (9 respondents), and from their non-academic roles (10 respondents). In-depth analyses of two faculty members elaborate on the relationship between these varied types of prior experiences and how they interact with other factors including beliefs about teaching, instructional goals, and features of the organizational context to ultimately shape their classroom practice. The results suggest that instead of assuming that faculty lack any knowledge about teaching and learning, professional developers and policymakers should instead acknowledge and build upon their preexisting “craft” knowledge as professional teachers. Future research should focus on relationships between specific types of knowledge and teaching practice and how these varied experiences influence identity formation. 相似文献
19.
20.
Philip I. Kramer 《Assessment & Evaluation in Higher Education》2006,31(5):597-609
This study examines how a state system of higher education, located in the Rocky Mountains area of the United States, allowed faculty members from the state's public institutions of higher education to control the design and implementation of a pilot assessment of statewide general education courses. One of the primary reasons faculty were allowed to control the assessment process was to assuage the commonly held fear by faculty, academic departments, and institutions that they could be punished for the poor assessment results of their students who took the pilot assessment. An important conclusion of this study is that the promise of anonymity, given by the state board of regents (and tacitly by the legislature) to individual faculty members, academic departments, and institutions, was essential to the success of the assessment process. 相似文献