共查询到20条相似文献，搜索用时 15 毫秒
1.
Barnes Laura L. B. Agago Menna O. Coombs William T. 《Research in higher education》1998,39(4):457-469
The purpose of this study was to investigate the relationship between job-related stress and faculty intent to leave academia. The stress variables studied were reward satisfaction, institutional/departmental reputation, time commitment, departmental/institutional influence, and student interaction. We hypothesized that the relationship between these variables and faculty intent to leave academia would be moderated by interest in one's discipline and sense of community — an institutional fit variable. We also investigated the effects of academic discipline, tenure status, and gender on these relationships. Based on data from a national faculty survey of 3,070 full-time tenure-track faculty, results indicated that of the variables studied, the two major correlates of intent to leave academia were time commitment and sense of community; however, time commitment did not moderate the stressor-intent relationship. Though showing significant zero-order correlations with intent, when gender and tenure status were added to the hierarchical regression analyses containing the stressors and moderators, neither variable contributed meaningfully to the prediction of intent. Academic discipline classification (Biglan, 1973) contributed only 2% to explained variance. A prediction model that contained all stressors, both moderators, and the background variables of gender and academic discipline accounted for 25% of the variance in intent to leave academia. 相似文献
2.
Retention of female faculty is an important issue for institutions of higher education aiming for excellence and diversity. However, an essential first step in understanding retention is to examine what contributes to career satisfaction for academic women. This study is based on data from a census survey of faculty conducted in 1996 at a Research I university located in the Midwest. Using Hagadorn's (2000) model for conceptualizing faculty job satisfaction, the study identifies domains of environmental condition, departmental climate, and demographics that play a role in female faculty's overall career satisfaction. 相似文献
3.
Lisa Miller 《Community College Journal of Research & Practice》2013,37(7):515-529
ABSTRACTThis study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome. 相似文献
4.
The purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses
by using a two-level hierarchical linear model (HLM). Based on literature reviews, 13 research variables (1 student gender,
2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation,
6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field
of the course, 12 class size, and 13 course type) were selected and specified as fixed effects in the analysis model. Data
were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional
model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%)
were much larger than course characteristics’ effects (between-courses effects, 11.9%). The result of conditional model analysis
specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender,
had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level,
65.8% in course level, and 27.2% of the total variance.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University, Seoul, Korea, October 23–25, 2007. 相似文献
5.
Using cross-classified multilevel modeling, this study attempted to improve our understanding of the group-level conditional effects of student–faculty interaction by examining the function of academic majors in explaining the effects of student–faculty interaction on students’ academic self-concept. The study utilized data on 11,202 undergraduate students who completed both the 2003 Freshman Survey and the 2007 College Senior Survey at 95 baccalaureate institutions nationwide. The results show that the strength of the relationship between having been a guest in a professor’s home and students’ academic self-concept varies by academic major. Findings also suggest that some aspects of departmental climate, such as a racially more diverse student body and greater faculty accessibility, can possibly magnify the beneficial effects of student–faculty interaction. The study discusses the theoretical and practical implications of the findings. 相似文献
6.
While outcomes assessment has become a focus for institutions of higher education, assessment in academic support units remain sparse. Traditionally, assessment has been comprised of one-time student satisfaction surveys and/or supervisor evaluations tied specifically to job criteria. Although informative, these methods fail to account for or measure specific student learning outcomes completed by students via their interaction with faculty and staff. This article presents the development and implementation of a program of outcomes assessment at a 4-year public university in the northeast. Results indicate that students come to college with varying expectations of the role of academic advisors and range on a continuum of academic and social preparation to meet the demands of higher education. A majority of students are meeting the stated learning outcomes. Feedback from this assessment model is being used to improve the quality of services provided to successive cohorts of students at this institution. 相似文献
7.
Rodney T. Hartnett 《Research in higher education》1981,14(3):211-227
This paper considers some important psychological aspects of the academic experience for male and female graduate faculty members and students. Drawing on data collected in a recent national study of doctoral program quality, information pertaining to the graduate department's environment for learning, the extent of faculty members' concern for students, graduate student assistantship experiences, and faculty members' satisfactions and views about various departmental practices and policies are examined. Gender differences in both student and faculty member perceptions of their environments were found to be generally slight and to vary by discipline. 相似文献
8.
Using multilevel models, this study examined whether and why the strength of association between student–faculty interaction and student cognitive skills development varies across academic
majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample
of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with
faculty on students’ cognitive skills development significantly varies by academic major. Findings also suggest that some
aspects of departmental climate can potentially magnify the effects produced by student–faculty interaction. 相似文献
9.
The goal of the Department of Biological Sciences faculty was to evaluate how effectively our undergraduate biology program
supports the goals and intended outcomes of our department and institution. Student responses in written assessment tests
have provided the foundation of this evaluation. Each semester questions were selected by a departmental faculty committee
to address student outcomes. The questions were administered in the first examination/quiz of the semester in several introductory
through upper level courses. Student grades were analyzed by class rank (freshman, sophomore, junior, and senior) and course
level (100, 200, 300, and 400) for biology, non-science, and other science majors. This protocol provided a useful way to
(1) assess student knowledge and understanding of biology and (2) evaluate the biology program. The protocol, sample questions,
answers, grading protocol, cumulative results with discussion (fall 2000 semester−fall 2010 semester), initiatives instituted
in response to assessment results, and dissemination of results are presented for illustrative purposes. We offer this approach
as a model for student assessment and program evaluation for other departments to consider. 相似文献
10.
Robert W. Elliott Diane E. Oliver 《Community College Journal of Research & Practice》2016,40(2):85-99
Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed. 相似文献
11.
Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University’s Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of 1059 (36%) Asian American faculty, 512 (17%) African American faculty, 359 (12%) Latina/o faculty, and 1023 (35%) White/Caucasian faculty. There were 1184 (40%) women faculty and 1769 (60%) men faculty. The predictors of worklife balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. Institutional support for making personal/family obligations and an academic career compatible was consistently the strongest positive predictor of perceived work-life balance for all faculty. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty, highlighting how faculty from all racial/ethnic backgrounds value being able to spend enough time on their own research. 相似文献
12.
Institutional characteristics and faculty/administrator perceptions of outcomes: An exploratory analysis 总被引：2，自引：1，他引：2
Peter T. Ewell 《Research in higher education》1989,30(2):113-136
Linkages between faculty/administrator perceptions of student outcomes and selected institutional characteristics were examined using data drawn from a survey of 320 four-year institutions and the HEGIS database. A particular focus of the study was to investigate the contribution of institutional culture variables on perceptions of effectiveness, independent of more traditional institutional characteristics such as size, type, selectivity, and control. Independent effects were established for perceptions of student satisfaction and student personal development, but were not demonstrated for student academic development or student career development. The study also confirmed relationships between institutional culture and faculty/administrator perceptions of a number of educational process variables generally held to be linked to student outcomes, for example, the frequency of student/faculty contact and the degree to which information and feedback are valued in decision making. Results suggest that institutional culture may be a powerful determinant of perceived effectiveness regardless of its structural setting. 相似文献
13.
Svetlana Zhuchkova Evgeniy Terentev Aray Saniyazova Saule Bekova 《Higher Education Quarterly》2023,77(2):215-231
Departmental academic support plays an important role in a doctoral journey. However, different types of support may be related to different outcomes. This paper aims to provide a categorisation of types of departmental academic support and analyse the relationship between these different categories of support and doctoral students' confidence that they will complete their dissertations. The empirical base for the research is data from a cross-institutional survey of doctoral students at six Russian universities. Based on the results of latent class analysis (LCA), we distinguished six types of departmental academic support depending on the functions performed by supervisors, other faculty members and department heads. Consistent with previous research, we found that departmental academic support plays a crucial role in doctoral students' experiences and outcomes, while lack of support is related to a lower level of confidence about completing a dissertation. At the same time, our results provide evidence that excessive collective engagement in doctoral students' work from departmental staff may be less effective than the strong engagement of a supervisor, assisted by informational support from other staff members. 相似文献
14.
Walter H. Gmelch Phyllis Kay Wilke Nicholas P. Lovrich Jr. 《Research in higher education》1986,24(3):266-286
Previous studies on the role of the professor reflect the existence of a multifaceted complex of strains on faculty. This research study investigated identifiable patterns of faculty stress. From a sample of 80 doctorate-granting institutions, 1,920 professors were selected and stratified by academic rank and Biglan's academic discipline model. The response rate was 75.28%. The multidimensionality of the 45-item Faculty Stress Index, investigated through factor analysis, resulted in five distinct dimensions of perceived stress: reward and recognition (55% common variance); time constraints (12% common variance); departmental influence (7% common variance); professional identity (6% common variance); and student interaction (6% common variance). Each factor was also analyzed according to professional and personal characteristics, and the analysis resulted in significant differences in the areas of tenure, rank, age, gender, and marital status. No differential pattern was discovered among disciplinary categories. 相似文献
15.
H.R. Thompson C.E. Deer J.A. Fitzgerald H.G. Kensell B.C. Low R.A. Porter 《高等教育研究与发展》1990,9(1):39-48
The introduction of academic staff appraisal in higher education institutions in Australia will require a considerable expansion in staff development facilities. An important issue will be the relative emphasis to be placed upon central staff development units as against structures at the faculty or departmental level. This case study, conducted at Macquarie University and aimed at improving teaching in higher education, explores the Self‐Appraisal Workshop as one such structure and suggests that it provides a very useful format at the faculty or departmental level because it brings together people teaching similar course units. As a result it is easier to integrate aspects such as curriculum design, assessment policies, academic content and teaching methods, than it is at the central level where staff development workshops usually have a cross‐faculty mix. An evaluation, based upon student ratings of teaching, interviews and staff reflection on the process, suggests that the Self‐Appraisal Workshop is a valuable technique for staff appraisal and development. 相似文献
16.
Jiri Mudrak Katerina Zabrodska Petr Kveton Martin Jelinek Marek Blatny Iva Solcova Katerina Machovcova 《Research in higher education》2018,59(3):325-348
The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being. 相似文献
17.
This study examined the effects of four aspects of student-faculty interaction (frequency of formal interaction, frequency of informal interaction, quality of faculty advising, and helpfulness of faculty) on a variety of student outcomes after four years. These effects were examined within a context of a causal model adapted from Astin's general college impact model. Outcomes data were gathered from a 1975 Freshman Questionnaire and a 1979 Graduating Students Survey. The results provided support for the importance of student-faculty interaction on the intellectual and personal/social outcomes of college and students' satisfaction with their educational experience.An earlier version of this paper was presented at the Twenty-First Annual Forum of the Association for Institutional Research, Minneapolis, May 1981. 相似文献
18.
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
19.
Meghan J. Pifer Vicki L. Baker Laura G. Lunsford 《International Journal for Academic Development》2015,20(2):178-192
In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures. 相似文献
20.
Lawrence J. Stricker 《Research in higher education》1994,35(5):569-587
The aim of this study was to delineate departmental differences in the length of time that doctoral students take to receive
their degrees and the institutional characteristics linked with it. Variables describing graduate departments in three disciplines
(chemistry, English, and psychology) and their parent universities were obtained from available records. In analyses of departments
in each discipline, a relatively small set of institutional variables correlated with average time to the doctorate for the
department, after controlling for characteristics of students in the department, and these relationships differed from discipline
to discipline. The clearest and most extensive findings emerged for psychology: the institutional variables identified primarily
concerned faculty accessibility (student/faculty ratio and department size)—a longer time to the doctorate for departments
with many students per faculty member or many students. 相似文献