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1.
In research universities, research time is often too scarce to satiate the wishes of all faculty and must be allocated according to guidelines and principles. We examine self-reported research hours for full-time faculty at research universities in 13 countries (Argentina, Australia, Brazil, Canada, China, Finland, Germany, Italy, Malaysia, Norway, UK, USA, and Hong Kong, a semi-autonomous special administrative region of China). We examine the level of variation in individual faculty research time and the factors associated with individual differences, including differences in: (a) university policy regarding the allocation of working time for research between individual faculty members, (b) individual motivation towards research, and (c) family commitments. Our results suggest that the factors associated with additional research time vary across countries, but individual motivation towards research (relative to teaching) is a significant in all countries. University policies towards research and the research status of individual faculty, are relatively weak predictors of individual research time, though stronger effects are generally found in English-speaking countries. Research hours typically decrease with age, but plateau or increase in the oldest cohorts. Family and gender are weak predictors of research time amongst full-time faculty. 相似文献
2.
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
3.
Over the past 20 years most countries, particularly developing countries, have seen a large increase in the number of students seeking higher education. A consequence of this growth is increasing pressure on teaching staff and institutions, usually resulting in, among other effects, increased class size. Large classes of between 300 and 1,000, and even more, at the undergraduate level are not uncommon in a number of countries (Mulryan-Kyne in Teach High Educ 15(2):175–185, 2010). Large classes are often perceived as one of the major obstacles to the attainment of quality education. Despite the difficulties associated with teaching and learning in large classes, they remain a reality in many countries affecting learners across all levels of the education system and are often the only perceived option available to meet growing demand for higher education in Sub-Saharan Africa (Mohamedbhai in The effects of massification on higher education in Africa. Report from the Working Group on Higher Education of the Association for the Development of Education in Africa, 2008). We contend that the challenges of delivering large classes can be confronted, and in many ways diminished, through the use of current and emerging technologies and enhanced faculty development. In this expository paper, we present findings from project activities focused on higher education faculty development and capacity building. The findings include both formative and summative development activities, as well as data collected in faculty professional development workshops and the results of two surveys. We use these data to lay out issues, challenges (e.g., skills, resources, logistics—including poor campus infrastructure), and opportunities (e.g., mobile capacity, distance tools such as Moodle) of large class pedagogy using a design-based research framework. 相似文献
4.
苗新萍 《徐州师范大学学报(哲学社会科学版)》2001,27(4):120-123
单对督导法（Clinical Supervision）、集体研究法（Action Research）是最近西方国家尤其是澳大利亚非常热门的两种研究方法，因而本文首先介绍这两种方法，比较上述两种方法与我国类似的教研活动异同，分析它们是否与我国的教育场景相适应，然后研究如何使它们更好地结合我国的实际情况，为我所用。 相似文献
5.
The place of colleague evaluation in the appraisal of college teaching: A review of the literature 总被引：2，自引：0，他引：2
Enrique E. Batista 《Research in higher education》1976,4(3):257-271
The present review considers the nature of the problem of evaluating college teaching as well as the means by which this evaluation has been attempted. This review shows that there is little agreement as to what the criteria for evaluating college teaching should be. It is stated that student and administrator evaluation of faculty are, by themselves or combined, limited in scope. A list of 10 activities and faculty behaviors that can be more reliably and validly evaluated by fellow colleagues than by anyone else is presented, as well as 22 different criteria or approaches that could be used for this evaluation. Recommendations for upgrading colleague evaluation of teaching are made in the hope that the present state of affairs can begin to reach high levels of adequacy and objectivity.This research was supported by the Measurement and Research Division of the Office of Instructional Resources, University of Illinois at Urbana-Champaign. 相似文献
6.
《The Internet and Higher Education》2007,10(1):41-52
This study examines factors related to technology use in teaching by university faculty. An EFA analysis of multiple questions of technology use in the classroom found two factors: one loaded with Web use and the second with email use. Therefore, three research questions were asked: What factors explain faculty use of the Web or email? Are these factors the same for both Web and email use? What is the relationship of technology use to faculty productivity? The sample included full-time faculty at doctoral and research institutions selected from the National Study of Postsecondary Faculty:1999 (NSOPF:99) dataset. Independent variables included measures of teaching, research, and service productivity, along with other contextual, demographic, and professional variables. Hierarchical regression analysis was used to prepare eight models (email and Web use for Doctoral I, Doctoral II, Research I, and Research II institutions). Results confirmed that age and Internet access were important factors related to faculty technology use. The relationship between email and Web use to teaching productivity in particular is intriguing and may indicate that productive faculty use technology to help them be more productive or that technology use impacts productivity. Research and service productivity also exhibited distinctive patterns with email and Web use. 相似文献
7.
Foreign-born women faculty work roles and productivity at research universities in the United States
Ketevan Mamiseishvili 《Higher Education》2010,60(2):139-156
Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women
faculty members’ work roles and productivity in the areas of teaching, research, and service in comparison with their US-born
counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty
members’ patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated
that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly
outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in
teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point
to further examine foreign-born women faculty socialization into faculty roles and their academic work culture. 相似文献
8.
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
9.
Gregory A. Diggs Dorothy F. Garrison-Wade Diane Estrada Rene Galindo 《The Urban Review》2009,41(4):312-333
Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of
faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers
faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study
that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution.
The purpose of this study was to share the experiences of three junior faculty of color as they navigate the tenure process,
and one tenured faculty of color who is informally mentoring them through the process. This article highlights the findings
of one component of a broader study: focus group discussions about how diversity efforts and activities are subsequently evidenced
in teaching, research agendas and service. Four themes are presented: Academic Identity; Confronting Diversity, Mentoring,
and Safe Spaces. A discussion of the consequences of these findings on faculty of color retention and recruitment is included.
Recommendations are made to other predominately white institutions on how to address issues facing faculty of color. 相似文献
10.
This study attempts to unravel the complex relationships between faculty entrepreneurialism and teaching. Specifically, this study (1) compares the extent of entrepreneurial activities (i.e., using funds for research and consulting activity) across disciplinary fields and levels of teaching commitment and (2) examines the relative effects of faculty entrepreneurialism on commitment to teaching. Using a national database of four-year college faculty, research findings demonstrate variations of teaching commitment with respect to disciplinary fields and forms of entrepreneurial activities. More important, this study reveals rather strong negative relationships between using funds for research and teaching commitment. Such findings have important implications for policy makers, administrative leaders, and university faculty as they seek to balance the institution's instructional mission in light of the increasing trend toward entrepreneurialism. 相似文献
11.
近年来,在学生规模扩大、教育问责强化、财政资助缩减等压力之下,加拿大安大略省将引入教学轨教职作为提高教育质量的重要改革举措。与传统的终身轨教师相比,教学轨教师主要从事教学和学习活动,与兼职或临时讲师相比,教学轨教师对教学和学生的投入更多,与学校的聘任关系更加稳定。作为与终身轨教职平行的职业发展轨道,教学轨教职的评价标准主要侧重考察教师在教学技能、教学计划与课程发展、教学领导与成就等领域的贡献。教学轨教职的引入对大学而言是一次机会,可以重新审视教学与研究之间的关系,探索教学使命和研究使命如何相互促进。在当前的教师岗位分类改革中,我国高校可从教学模式和课程体系、聘任与晋升评价体系、晋升与岗位转换通道、教学荣誉体系等方面提高教学为主型教职的认可度,促进教学为主型教师队伍的职业发展。 相似文献
12.
High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology Research Group, a faculty–student research group, and Get Fit! Stay Fit!, a service learning experience, partnered to consolidate human and structural resources. Student–faculty mentoring circles were used to support this innovative partnership. Here, we report student perceptions of the value of these programs to their academic and professional development. 相似文献
13.
Patricia L. Hardré PhD 《Community College Journal of Research & Practice》2013,37(8):539-561
Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them. These findings provide implications to help college administrators make policy decisions to support the work of faculty and align with institutional mission and goals. 相似文献
14.
James C. Hearn 《Research in higher education》1985,23(4):413-437
This research explored the determinants of college seniors' overall evaluations of their academic programs (i.e., their major departments). The research was conducted with a sample of 775 students at two universities. The results suggest that, in general, stimulating course work and good teaching were somewhat more important than opportunities for faculty/student interaction or perceived faculty knowledgeability. There were significant field and gender differences, however. For example, faculty availability and course stimulation were more critical among women than among men, and faculty teaching ability was particularly significant in artistic fields. Theoretical and applied implications are discussed.An earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association, Chicago, April 1985. 相似文献
15.
大力提高高职教学质量,师资队伍建设是关键。如何打造双师型教师队伍,本文从高职师资队伍的现状分析开始,提出了高职院校高水平教学和科研创新团队建设的理念,并借鉴发达国家的做法,提出了高职师资在“教中学,做中学”的思想,并对教师、教学与科研创新团队的评估提出了具体的方法。 相似文献
16.
Building upon earlier work by Camp, Gibbs, and Masters II, (1988). The Journal of Higher Education 59(6): 652–667 and Wenger and Girard, (2000). Research in Higher Education 41(2):195–207, we present a model for allocating funds for salary increases to faculty lines within an academic unit at a
public research university. The model first divides available funds into three separate amounts, based on the unit norms adopted
by the faculty of the academic unit. These norms define the relative effort levels to be placed on teaching, scholarship,
and service. The model enables individual faculty members to negotiate different effort levels for the respective activities.
Within each of these activities, specific weights can be assigned to different types of accomplishments. The result is a flexible
approach that allows fair and predictable salary increases to be assigned on the basis of criteria that have been agreed to
by the faculty of the academic unit. 相似文献
17.
《Higher Education in Europe》1987,12(4):73-77
This article presents a brief overview of the many facets of the involvement of Canadian universities in international development. To begin with, questions of development are included in the international affairs and area studies curricula of a number of universities. A few universities have specialized institutes focussed upon development. A number of Canadian universities have linkages of one kind or another with universities in developing countries. Some of these are partly supported by the Canadian International Development Agency. Two university programmes directed specifically at technology transfer are cited. A number of foreign countries have expressed interest in Canada's vast experience in distance education. Finally, through the normal research and publication activities of Canadian universities and their faculty members, Canadian professors have undertaken projects of various sorts concerned with development, some of them funded to a greater or lesser extent by the Canadian International Development Research Center which has also funded the research projects directed at questions of development undertaken by certain Third World scholars.
18.
Teresa L. Scheid-Cook 《Innovative Higher Education》1990,15(1):43-54
This paper describes and evaluates a classic text project in terms of its stated objectives. First, to have a large number of students read a few classic works in more than one class. Second, to promote discussion of texts among students and faculty and third, to integrate core classes. Survey data collected from students and faculty evaluations point to the success of this project. The factors which contributed to its success are considered. The project was innovative because faculty selected important texts that could be used in a variety of courses and which would promote a broad based liberal education by exposing students to a diversity of perspectives.Teresa L. Scheid-Cook is an Assistant Professor of Sociology at the University of North Carolina at Charlotte where she teaches primarily social theory. She has published inThe Journal of Applied Behavioral Research, Sociology and Social Research, Community Mental Health Journal, International Journal of Law and Psychiatry, andSociological Spectrum. In addition to interests in interdisciplinary teaching, Dr. Scheid-Cook's research includes the organizational analysis of outpatient commitment. 相似文献
19.
Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process. 相似文献
20.
20世纪70年代中期迄今,美国研究者就诸多教师教学发展项目进行了大量评估。在评估内容上,基于不同目的,以及评估活动的各不相同,评估对象以教师与学生为主,对管理者的评估日益受到关注;在评估方法上,多采用严谨的对照实验与前后测实验设计,使用问卷、观察、访谈以及混合方法等实证研究方法,戏剧表演、学习评估工具等也是常用评估方法;在评估效果上,很多项目不仅改善了教师教学,也促进了学生学习。其项目评估可以给我国以借鉴:扩展项目评估对象,丰富项目评估活动;加强实证研究设计,提高评估的科学性;重视形成性评估,确保评估的连贯性。 相似文献