共查询到20条相似文献，搜索用时 15 毫秒
1.
This research analyzed faculty evaluations of college presidents' role performance with the intent of identifying underlying dimensions and to ask further which dimensions predicted faculty satisfaction with presidents. Data were gathered from 896 faculty members from two technical colleges, three community colleges, two private universities and three public universities in a Western state. The factor analysis revealed three relatively independent dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. The personal-public image was the most important dimension and predicted faculty satisfaction across the four types of institutions of higher learning. Faculty-student interaction with the president, while not as important a dimension of the presidential role, predicted faculty satisfaction in three institutional types, but not in public universities. The absence of autocratic leadership style predicted satisfaction in community and technical colleges. 相似文献
2.
Susan Mancuso 《Innovative Higher Education》2001,25(3):165-181
Adult student enrollment in higher education is approaching 50%, yet most college and university practices have been designed for younger, traditional age students. This study used an innovative benchmarking research methodology, including surveys and site visits, to identify best practices at selected adult-centered institutions. The findings were distilled into one overarching theme and thirteen related themes. The overarching theme, Adult learner centered institutions have a culture in which flexibility, individuation, and adult-centered learning drive institutional practice reflects the pervasive student-centeredness of the colleges. The thirteen findings and examples of practices from the colleges that were studied can serve as guideposts to colleges and universities seeking to meet the needs of adult students. 相似文献
3.
Glenn R. Pellino Robert T. Blackburn Alice L. Boberg 《Research in higher education》1984,20(1):103-115
Faculty and administrators responded to 32 activity statements related to scholarship on a frequency basis and on the characteristicness of the role. Approximately 1,000 faculty members in 24 colleges and universities and 55 administrators from 5 of the schools participated. Factor analysis revealed 6 dimensions of scholarship — professional activity, research (publishing), teaching, service, artistic endeavor, and engagement with the novel, the last being a new conception, one valued highly by both faculty and administrators in all types of colleges and universities. Significant differences appeared with respect to faculty and administrative views on the importance of research in regional universities. 相似文献
4.
Using the 1975 National Center for Educational Statistics/Bureau of Census Participation in Adult Education survey data, this paper presents an analysis of part-time students at colleges and universities—who participates and who persists. Separate analyses of public two-year colleges and noncredit activities are also presented. The analysis is followed with a discussion of the implications. A general conclusion is that adult education at colleges and universities may rest on a precariously narrow base. 相似文献
5.
Nathan Dickmeyer 《Research in higher education》1982,17(1):51-67
The financial problems of colleges under 1,000 in enrollment cannot be blamed entirely on a set of minimum, or fixed, costs that colleges of any size must bear. Enrollment fluctuations and lower tuitions also contribute to financial difficulties. In the past, colleges have used growth not so much to capitalize on economies of scale as to provide evidence of success to their constituents. As a result, the ranks of small colleges remain populated with those institutions experiencing financial difficulty, while more successful institutions have attained a larger size. However, in an era of limited growth potential, small colleges must not look to growth as a symbol of success. Success will be better equated with the continuation of quality academic programs in a closely knit community. 相似文献
6.
State-Level Post-tenure Review Policies 总被引：1，自引：0，他引：1
Margaret A. Miller 《Innovative Higher Education》1999,24(1):17-24
State-level policies mandating post-tenure review in public colleges and universities have proliferated since the early nineties. A look at what Virginia's 1994 Commission on the Future of Higher Education said about tenure and post-tenure review reveals the thinking that lies behind many of the initiatives. As the commissioners said, For the general public and corporate executives, tenure is about an entrenched system that is perceived to place a much higher premium on research than on teaching, that causes the institution to be inflexible rather than flexible, and that appears to ensure employment regardless of performance. Policy makers view post-tenure review, then, as a safeguard against what they see to be the lack of accountability and performance incentives in a tenure system. This article provides an overview of the post-tenure review policies in the states, describes their features, and speculates about their future. 相似文献
7.
Todd A. DeMitchell 《Journal of Personnel Evaluation in Education》1998,11(3):255-268
The current school reform movement, with its emphasis on teacher professionalism, teacher empowerment, and shared decision making, has challenged teachers unions to develop more collegial relations with school boards. Bob Chase, president of the National Education Association, has called for the union to reinvent itself and to assume responsibility for improving school quality and the quality of the teaching force. This article discusses the development of teachers unions in the 1960s as adversaries of school boards. From the beginning the unions adopted an industrial model of labor relations, one tailored for factories and assembly lines rather than school environments. Today, there are signs that teachers unions are accepting Bob Chases vision of a more professional union, one in which union leaders and school leaders can become public allies in the struggle to improve schools. 相似文献
8.
Employing a nationally representative sample of science faculty in U.S. colleges, we investigate 3 explanations for persisting differences in women's faculty representation across science fields even after adjusting for women's variable representation among doctoral recipients. First, we examine labor market factors: (a) differential growth rates and critical mass in the supply of women doctoral recipients, (b) growth or contraction in academic and nonacademic job opportunities, and (c) presence of foreign-born scholars. Second, we control for institutional explanations such as differential rates of faculty unionization and less receptivity to women at prestigious or research-oriented universities and fields that are applied, soft, or nonlife sciences. Third, gender role explanations are addressed by controlling for gender differences in work experience, work interruptions, and the prestige of doctoral credentials. After finding that none of these explanations account fully for distinctive patterns among science fields in the faculty gender composition, we discuss how they may reflect differences in academic cultures. 相似文献
9.
James C. Hearn 《Innovative Higher Education》1996,21(2):141-154
Scholarly work on organizational change within colleges and universities is relatively unknown among campus administrators and policy makers. To counter that low visibility, this essay reviews existing theories and research evidence on the topic. The goal is to provide some general guidelines for those who seek to refine purposes, develop programs, and improve effectiveness and efficiency on their campuses.James C. Hearn is Professor of Higher Education at the Institute of Higher Education at the University of Georgia. He has his A.B. from Duke University and M.A. in Sociology and Ph.D. in the Sociology of Education from Stanford University. A former policy analyst and college administrator, his teaching and research focus on postsecondary organization and policy. Currently he is examining connections between institutional governance and the changing demography of university faculty.An earlier version of this article was first presented at the conference on Justice, Participation, and Sustainability in Higher Education, University of LaVerne, LaVerne, CA, September 17, 1994. 相似文献
10.
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
11.
A number of recommendations to improve undergraduate education have been put forth in the higher education literature. However, we maintain that the implementation of these recommendations at our colleges and universities is unlikely if norms or group standards of appropriate and inappropriate behavior do not support these recommendations. Consequently, this study investigated the normative support for 6 selected recommendations to improve undergraduate education at teaching-oriented colleges. Results indicate support for 3 of the 6 recommendations: systematic program of advisement, providing students with prompt, formative feedback on assignments, and fostering an egalitarian classroom climate. These are the same recommendations supported by norms at higher education institutions that are more focused toward research and graduate education. The implications suggest that the normative structure that supports teaching improvement efforts may be more similar among various institutions than previous research might have indicated. 相似文献
12.
COLLEGE RANKINGS: Democratized College Knowledge for Whom? 总被引：3，自引：0，他引：3
McDonough Patricia M. Lising Anthony Walpole Antonio Marybeth Perez Leonor Xochitl 《Research in higher education》1998,39(5):513-537
Every fall the opening of the academic year is heralded by an ever increasing number of newsmagazines that rank colleges. In addition to the standard bearers of this market — U.S. News and World Report and Money — magazines that offer their readers advice on how to choose a college are proliferating. For example, one can find lists of the "best colleges" and "best buys" accompanied on newstands by the top jock schools (Sports Illustrated), the best party schools (Playboy), and the best colleges for Asian Americans (A. Magazine). This paper is a study of who uses the contentious and seemingly influential newsmagazine rankings of U.S. colleges and universities, and an analysis of what types of freshmen find these rankings useful in making their choice of college. Equally important, it is a discussion of why reputations are important and how they can serve as a hedge against uncertainty. Finally, the paper provides an analysis of the for-profit sector's encroachment into a critical educational equity arena-college access-embedded within a discussion of whether widely available college rankings result in democratized college knowledge. 相似文献
13.
Gerald V. Teague 《Research in higher education》1982,17(2):179-186
Whether current policies governing external consulting during institutional time are adequate is being discussed both within and outside of academe. Many institutions are presently reviewing their consulting policy statements to determine their adequacy in light of pressures to more closely monitor outside work by their faculty. Faculty, on the other hand, are concerned with what they see as a movement to restrict consulting opportunities. A review of institutional documents shows most large universities do not address in a formal, written manner many important considerations of the consulting arrangement. As a result, confusion and confrontation over control of noninstitutional work for compensation is present. 相似文献
14.
Ruth B. Ekstrom 《Innovative Higher Education》1980,4(3):201-211
This project developed methods and materials to assist colleges in evaluating the competencies which women acquire from their nonmarket (volunteer work and homemaking) experiences. Competencies were identified through interviews and questionnaires of women's activities. Next an informal task analysis of each activity was conducted to develop a list of the competencies involved, the I Can lists. A twelve step counseling process, based on the use of the I Can lists, is described. The paper also discusses methods of dealing with faculty and administrative concerns about this type of experiential learning evaluation.The author wishes to thank Marlaine Lockheed and Abigal Harris for their assistance in this research.Paper presented at the conference on Continuing Education Programs for Women—Issues and Trends, Columbus, Ohio, May 12, 1978. 相似文献
15.
Catheryn J. Weitman 《Early Childhood Education Journal》1985,12(3):14-15
It has been said that administrators of early childhood programs wear many different hats. In most cases, one of those in that of the personnel director—the one who hires the staff, among other duties. Needless to say, many directors are not trained nor adquately prepared to wear such a hat.Catheryn J. Weitman is an educational and financial consultant in Georgia and an adjunct professor at Dekalb Community College. 相似文献
16.
Randle W. Nelsen 《Interchange》1981,12(2-3):229-242
Summary In sum, through our projects these two students, the other 17 students, and myself, were making sociology of education relevant to our emerging personhood — to the person we are always becoming. It became less an abstract course title and more something we engaged in as part and parcel of our lives. In effect, we were beginning to develop a more community-oriented education by attempting to overcome what Jim Harding (1978, pp. 287–289) has characterized as the self-defeating polarizations of form and content of learning, of theory and practice, of political and personal matters.For me, there is no turning back. I do not think I'll ever again feel comfortable in a learning environment that is not moving toward the less-structured end of the continuum. Such an environment will not eliminate the hidden curriculum of institutional sexism, racism, and class bias which permeates this society and its schools at all levels. But as the data from this research indicate, constructing such an environment in your own classroom can make a difference — can be a long beginning step toward bringing inequities grounded in gender, ethnic, and socio-economic differences out of hiding. Then, and only then, can people openly acknowledge these differences and work on keeping some of the most destructive consequences that flow from them from being transmitted as miseducation from generation to generation. 相似文献
17.
In the 1960's many colleges and universities developed programs for disadvantaged students in higher education. Almost all programs were involved to a certain extent with four different areas: basic skills development, affective objectives, use of technological aids, and evaluation of students.In order to determine the specific policies and practices in the academic programs now being implemented for the disadvantaged student, a questionnaire was designed and mailed to 262 colleges and universities. The questionnaire listed 14 academic program statements and asked the respondents to what extent the statements applied to their particular programs.The respondents indicated that teaching relationships with minority groups must be highly personal for effective learning to take place. They recognized the importance of communication skills but also felt that such virtues as self-discipline and self-respect were equally important as academic skills. In addition, most respondents felt their students did not need social skills (such as the ability to relate to fellow students) more than communication skills. Reading machines, tape recorders, computer-assisted instruction, and other technological aids tended not to be used in most programs. Compensatory work seldom carried college credit. Most programs did not have a pass-no-pass system for academic assessments, and almost no programs gave students financial incentives for grades or class attendance. 相似文献
18.
Ruth Hayhoe 《Higher Education》1989,18(1):49-85
China's Cultural Revolution began in the universities where Mao was able to gain strong support for his vision of radical societal transformation by a focus on two issues: the need to uproot persisting traditional values and patterns, summed up under the four olds, and a call to shatter the shackles of all foreign dogmas which was clearly directed at prominent Soviet influences in Chinese higher education. This essay briefly summarizes the main characteristics of China's traditional scholarly institutions, then considers the western academic models introduced by foreign missionaries, those selected and implemented by Chinese modernizers and finally the Soviet academic model adopted by Chinese Communist leaders in the fifties. The historical lessons drawn from this overview provide a context for some critical reflection on the ways in which western academic models are once again affecting reforms underway in Chinese higher education since 1978. 相似文献
19.
Robert Birnbaum 《Higher Education》1989,18(2):239-253
This paper presents a new conceptual approach to institutional governance, management, and leadership based upon a cybernetic model of organizations. The cybernetic paradigm integrates existing models by suggesting how bureaucratic, collegial, political, and anarchical subsystems function simultaneously in colleges and universities of all kinds to create self-correcting institutions. The cybernetic paradigm posits that organization control systems can be described in terms of sensing mechanisms and negative feedback loops that collectively monitor changes from acceptable levels of functioning and that activate forces that return institutions to their previous stable state. These self correcting (cybernetic) processes function as institutional thermostats. Administrators can function effectively by adopting leadership and management approaches that are consistent with cybernetic principles. These principles suggest that administrators should complicate themselves and use multiple frames to develop richer behavioral repertoires, increase the sensitivity of institutional monitoring systems, and focus attention on important issues through systems that report data and create forums for interaction.The major function of the cybernetic administrator is to coordinate and balance the various systems within the institution to move towards optimizing the administrator's values. This can be done by making incremental adjustments to administrative processes and procedures, by enunciating goals that establish constraints, and by emphasizing selected elements of organizational life. 相似文献
20.
Higher education policy-making may attempt far-reaching reform of the post-secondary system and its inherited institutions. It may be oriented towards the replacement of distinctions between the academic and the non-academic as well as the transformation of the traditional university concept by means of a new conception of the organization of the post-secondary sector, the comprehensive university. Higher education policy-making may display not only great ambition but also policy extravagance. Maybe the Swedish 1977 higher education reform is the most ambitious attempt so far to implement the notions inherent in the comprehensive university. Maybe the element of policy extravagance was at times most conspicuous in the extended period of policy-making in Sweden culminating in the 1977 reform bill as it was even suggested that the universities of Uppsala (1477) and Lund (1668) were to be officially designated Högskolan i Uppsala and Högskolan i Lund-Malmö respectively. It may be interesting to find out the attitudes of those responsible for the day-to-day operations of the universities and colleges. This article presents the results of the first national survey of Swedish teachers and researchers in so far as they pertain to the evaluation of the 1977 reform. 相似文献