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1.
Karen L. Webber 《Higher Education》2012,64(5):709-729
Similar to trends in postsecondary education across the world, today’s US universities are an increasing mix of native and foreign-born scholars. US institutions are experiencing a growing number of international faculty members, but there is limited literature examining foreign-born faculty who work in US institutions and how outputs from foreign-born faculty compare to US-born natives. Using data from the 2004 National Survey of Postsecondary Faculty (NSOPF:04), this study examines difference in faculty members’ research productivity at doctoral-granting institutions by foreign/US-born status controlling for select individual and institutional characteristics. Findings show that foreign-born faculty members spend more time on research and less time on undergraduate instruction than US-born peers, and this may contribute to their higher levels of production. Implications are discussed that consider how to ensure diverse faculty communities that lead to strong research and knowledge production. 相似文献
2.
The study examined the differences between international and U.S. citizen faculty members’ productivity in the areas of research,
graduate and undergraduate teaching, and service at research universities in the United States. Utilizing the 2004 National
Study of Postsecondary Faculty (NSOPF:04) data set, we used a Structural Equation Modeling (SEM) to address the primary research
questions in the study. The results indicated that international faculty members were significantly more productive in research,
but less productive in teaching and service than their U.S. citizen colleagues. The study can potentially aid policymakers
and university administrators to not only better serve and support international faculty members but also to fully utilize
them as a resource that benefits the institution and the students in all functions of their work and not just in research. 相似文献
3.
Eagan MK Sharkness J Hurtado S Mosqueda CM Chang MJ 《Research in higher education》2011,52(2):151-177
Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs,
few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research
projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging
undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey,
we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics
(STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory
relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive
government funding for their research are more likely to involve undergraduates in their research project(s). In addition,
faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in
research. Implications for advancing undergraduate research opportunities are discussed. 相似文献
4.
Effective processes, practices, and infrastructure are essential components of successful online teaching and learning efforts;
and they lead to a sense of faculty ownership of online teaching as well as enhanced support from an institution’s administration.
The institution’s recognition of faculty members’ efforts to teach online in relation to the traditional concepts of scholarship,
tenure, and promotion is an important motivational factor for sustaining effectiveness in the online learning environment.
This study examined institutional efforts to alleviate or overcome challenges faced by faculty members in creating and teaching
online courses, and we investigated faculty members’ perceptions regarding these institutional efforts. 相似文献
5.
Faculty Organizational Commitment and Citizenship 总被引：1，自引：0，他引：1
Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment
(OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of
survey data collected from a state system of higher education suggest that job characteristics, exchanges and social learning
are associated with faculty members’ OC. For instance, opportunities for advancement and research support, as well as responsiveness
of administrators to faculty, contributed to the likelihood that faculty would accept a position at their institution again
if given the chance. Commitment, however, did not significantly affect time spent on institutional service. Two job characteristics—time
spent on research and time spent on teaching—were negatively associated with this behavior. 相似文献
6.
This study empirically addresses the claim made by Gibbons et al (The new production of knowledge: The dynamics of science and research in contemporary societies. Sage, Thousand Oaks, 1994) that a novel form of quality control (associated with Mode 2 knowledge production) is supplementing the “traditional” peer-review process (associated with Mode 1 knowledge production). A qualitative design was used to explore faculty members’ views on the criteria for assessing scientific research. Ninety-four semi-structured interviews were conducted with biomedical scientists, clinical scientists, and social scientists working in Canadian universities. Results show that the vast majority of participants are aligned with the “traditional” Mode 1 peer-reviewed procedures for assessing research and defining scientific excellence. These participants asserted that peer review is the best quality control mechanism for assessing scientific research, and peer recognition the key attribute for legitimacy in the academic arena. In contrast, participants ascribed a low value to non-academics’ judgment of their work. While the study findings do not provide support Gibbons et al.’s claim, they add to a growing body of evidence that supports the continuing importance of peer review in academic career success. 相似文献
7.
Bradley E. Cox Kadian L. McIntosh Robert D. Reason Patrick T. Terenzini 《Research in higher education》2011,52(8):808-829
In an effort to identify policies that foster an institutional “culture of teaching,” or encourage use of effective pedagogies,
this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and
faculty members’ perceptions and practices related to teaching and learning. A series of multi-level models suggests that
academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead,
conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential
factors. 相似文献
8.
Katrina A. Meyer 《Innovative Higher Education》2012,37(1):37-52
Ten faculty members with experience teaching online were interviewed about their motivation for teaching online and the effect
of teaching online on their teaching and research productivity. They represented nine different states and 13 different fields,
and all were tenured or tenure-track at master’s or doctoral institutions. All ten mentioned personal motivations for teaching
online; eight mentioned professional motivations. Based on analysis of the interviews, several professors felt their teaching
productivity had increased as a result of design choices and an increase in workload. Several had freed up time which was
spent on service or research although this was modified by the stage of the faculty member’s career. 相似文献
9.
The Chronicle of Higher Education recently reported that the number of doctoral degrees awarded in the U.S. rose 3.4 percent in 2004, largely because of an
increase in foreign students [Smallwood (2005). Doctoral degrees rose 3.4% in 2004, survey finds. The Chronicle of Higher
Education, December 9, 2005]. Currently, 20.9 percent [National Science Board (2003). The science and engineering workforce
realizing America’s potential. NSB, vol. 3, National Science Foundation] of all science and engineering faculty positions
at U.S. universities are held by foreign-born scientists (with even larger percentages in computer science and engineering)—and
we can expect higher numbers of foreign-born faculty at U.S. universities in the future. In this paper, we use 2001 Survey of Doctorate Recipients (SDR) data from the National Science Foundation to compare productivity levels, work satisfaction levels and career trajectories
of foreign-born scientists and U.S.-born scientists. The results indicate that foreign-born academic scientists and engineers
are more productive than their U.S.-born peers in all areas. Yet, average salaries and work satisfaction levels for foreign-born
scientists are lower than for U.S.-born scientists.
The use of NSF data does not imply NSF endorsement of the research methods or conclusions contained in this report. 相似文献
10.
The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this
study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on
undergraduate student participation in research and creative activities. The results of the study indicated that faculty research
orientation and external funding were indeed positively related to student participation in research activities. However,
faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations
had different impacts on a range of research and creative activities by undergraduate students. The findings from this study
provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic
policies related to faculty and undergraduate education.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement,
and higher education policy.
Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education.
She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research
activities and minority student issues.
Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education
from Ohio State University. Her research interests include the college student experience and its impact on student development
and learning. 相似文献
11.
“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations 总被引：1，自引：0，他引：1
Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the
“college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those
expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations
and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight
important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities
between faculty and student perspectives and identify differences between traditional and first-generation college students.
We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences
in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses
the theoretical and practical implications of considering role mastery a form of cultural capital. 相似文献
12.
Gender Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions 总被引：1，自引：0，他引：1
Yonghong Jade Xu 《Research in higher education》2008,49(7):607-624
This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by
comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that
the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood
to change positions within academia. The indications are that women and men are equally committed to their academic careers
in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support,
advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more
convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership,
rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed
in order to attract more women scientists and narrow the current gender gap. 相似文献
13.
The article draws on the narratives of 34 immigrant women professors from 22 different countries who teach in a major research
university in the U.S. First, the article presents immigrant women professors’ voices of experiencing traditional academic
activities in terms of teaching, research, and administration/service. Second, the paper voices women’s stories of social
climate prevailing in their departments and institutions that affects their academic careers. Third, the article narrates
women’s expressions of their efforts to balance academic life and family life. 相似文献
14.
Lemuel Sollano Toledano Minie Rose C. Lapinid 《Educational Research for Policy and Practice》2010,9(1):41-57
This article argues that a commonly neglected dimension in service-learning pedagogy is the consideration of community perspectives
in developing these service- learning projects. Areas considered in this study were: (1) Community members’ needs and problems,
(2) Community members’ perceived roles and participation, and (3) Community members’ suggested activities and projects. This
article focused on the community members of Jaime Hilario Integrated School (JHIS), a Lasallian co-educational primary school
located in Sitio Look, Bagac, Bataan, Philippines. Interviews and focus group discussions (FGDs) were the qualitative research
methods used to identify possible service-learning projects that can be implemented by various educational institutions. Five
implications were drawn from the gathered data. The first implication is that it is important for educational institutions
to ensure that service-learning projects meet the needs of the community. Secondly, various sectors in the community have
unique needs to be addressed. Thirdly, aside from the common economic, education, and social services problems, rural poor
communities also need trainings on values formation and personal development. Besides the above, it is necessary that community
members be involved in the initial planning and development of service-learning projects and not merely participate during
the actual implementation. And lastly, given the poor understanding of community members on their roles and participation,
clear explanation of the goals of service-learning projects is perceived as a way of strengthening the relationship between
service-providers and recipients. 相似文献
15.
Thomas F. Nelson Laird Rick Shoup George D. Kuh Michael J. Schwarz 《Research in higher education》2008,49(6):469-494
“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection.
Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members
emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect
of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships
between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty
members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to
their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more
frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college,
and that the strength of these relationships is relatively consistent across disciplinary categories. 相似文献
16.
17.
Karthigeyan Subramaniam 《Journal of Science Teacher Education》2010,21(8):937-951
The purpose of this article is to present the design and findings of a collaborative action research study that involved five
secondary science teachers as action researchers and me, as facilitator, collectively articulating the teachers’ changing
teaching roles when the teachers taught with computer technology. Data included interviews, observations, and focus group
discussions. Data analysis entailed thematic analysis of data to identify initial and changes in teachers’ roles. Collaborative
action research context helped the teachers to perceive their changing teaching roles through collective negotiation. Implications
for facilitators of action research include the need to articulate their theoretical orientation prior to the onset of facilitating
action research projects and to acknowledge and accept action researchers as fellow active knowledge producers. 相似文献
18.
The purpose of this research is to analyze the relationship between individual, institutional and demographic characteristics
on one hand and the research productivity of agriculture faculty members on the other. The statistical population of the research
comprises 280 academic staff in agricultural faculties all over Tehran Province. The data regarding research productivity
and demographic characteristics were extracted from the faculty members’ profiles. Questionnaires were utilized to collect
information concerning individual and institutional variables. The reliably of the questionnaire was calculated to be between
0.74 and 0.97 using the Cronbach’s Alpha. The regression analysis revealed that from among demographic characteristics two
variables, namely, academic rank and age (
\textR\textAD 2 {\text{R}}_{\text{AD}}^{ 2} = 0.265), among individual characteristics, three variables, namely, working habits, creativity as well as autonomy and commitment
(
\textR\textAD 2 {\text{R}}_{\text{AD}}^{ 2} = 0.097), and among institutional characteristics four variables namely, network of communication with colleagues, resources
of facilities, corporate management and clear research objectives (
\textR\textAD 2 {\text{R}}_{\text{AD}}^{ 2} = 0.151) were significant predictors for agricultural faculty members’ research productivity. 相似文献
19.
Teaching Focused Faculty (TFF) roles are growing across Canada and around the world, raising questions about how to understand the nature of faculty work and how faculty in non-traditional work distributions feel about their work. Our study is the first attempt to survey TFF members’ work and job attitudes at large research intensive universities in Canada. Our data contribute to the literature on the nature of faculty work, by revealing that TFF engage in a wide variety of work, including teaching, service, curriculum leadership, and often research in pedagogy and/or disciplines. TFF report mixed messages about what their departments and institutions expect of them. Our data also contribute to the literature on how faculty feel about their work. Consistent with other research on faculty job attitudes, TFF report valuing their jobs highly. Our data also reveal that feeling integrated into mainstream institutional culture is a particularly important contributor to this sense of value. Taken together, our findings can be used to inform the research literature on faculty work, as well as by administrators seeing to implement or enhance TFF ranks at their institutions. 相似文献
20.
Raquel Farmer-Hinton 《The Urban Review》2011,43(5):567-596
This article reports findings from a four-year case study of an urban college preparatory charter high school. Through analyses
of teacher and staff interviews, the author highlights how the school approached the idea of “college for all” under the archetypal
influence of “college preparatory.” The interview data show how the charter school staff engaged in important educational
questions about what defines college preparation even though those questions became more complex as the school matured. These
findings are presented in three themes: (1) building a school, which reflects staff members’ views on the school’s start-up period of building renovation and growth, (2) building a curriculum, which reflects staff members’ views on teachers’ instructional practices, and (3) building a college culture, which reflects staff members’ efforts to provide students with supplemental academic and social supports for college planning
and preparation. 相似文献