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1.
Two explanations of congruency of ideal (intent) and actual (action/behavior) work of faculty are examined—reward expectations and referent others. Based on interviews with 5 college deans and 32 chairpersons, a survey of 503 faculty (69% return rate), and institutional data, it was found that referent others' goals have a greater influence than reward expectations on the congruency of work actions and intentions of faculty. Peers, chairpersons, and deans affect, in differing ways, the congruency of actions and intentions of faculty. Overwhelmingly, peers have the strongest effect, followed by chairpersons and deans. Of the three reward expectations variables (perception that work leads to tenure, promotion to associate professor, and merit salary increases), only the perception that work leads to tenure affects congruency of faculty work actions and intentions. 相似文献
2.
This analysis is concerned with the horizontal and vertical consensus of definitions of work appropriate to accomplish the goals of university administrators and faculty, as well as the congruency of ideal (intent) and actual (action/behavior) work of faculty. Data-gathering techniques include the following: historical analysis of the university; interviews with the provost, 5 college deans, and 32 chairpersons; and a survey of 503 faculty (69% return rate). Faculty work perceived to achieve departmental goals lacked horizontal consensus, especially among chairpersons in the same college and among faculty in the same department. Vertical consensus was weak, especially between chairpersons and their faculty, and in most colleges between deans and chairpersons. Greatest incongruencies were between faculty intentions and reported actions. There was declining support for administrative goals as one moved down the hierarchical structure within the university. Perspectives were explored that account for the lack of goal consensus and the incongruency between intentions and reported actions. 相似文献
3.
Assessing the effectiveness of an assessment program is essential and can be accomplished through analysing the quality of closing the loop actions and through gathering faculty feedback. In this article we present closing the loop data from over 3 years of learning assessment reporting and from findings garnered through a faculty survey. Results indicated that moving from deciding on closing the loop actions to actually taking meaningful actions remains a challenge and that faculty members are aware of this challenge. We use these findings, along with findings and recommendations found in the existing literature, to suggest assessment program improvements and demonstrate the effectiveness of this method of meta-assessment. 相似文献
4.
This exploratory study sought to determine the strategies used by programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) to recruit and retain ethnic minority faculty. Seventy‐three CACREP liaisons were surveyed, and the results indicated that many programs have not developed specific strategies to recruit and retain ethnic minority faculty. Mentoring was the most frequently reported strategy for retaining ethnic minority faculty. Implications for counselor education are discussed. 相似文献
5.
Faculty and Academic Integrity: The Influence of Current Honor Codes and Past Honor Code Experiences 总被引：1，自引：0，他引：1
McCabe Donald L. Butterfield Kenneth D. Treviño Linda Klebe 《Research in higher education》2003,44(3):367-385
This survey of faculty at honor code and non-honor code institutions investigated the influence of honor codes on faculty attitudes and behaviors. As hypothesized, we found that honor code faculty have more positive attitudes toward their schools' academic integrity policies and are more willing to allow the system to take care of monitoring and disciplinary activities. Faculty in noncode institutions have less positive attitudes and are more likely to take personal actions designed to both catch and deal with cheaters. We also investigated the potential influence of a student honor code experience on faculty attitudes. We found that, in noncode environments, faculty who had an honor code experience as a student were more likely to believe that students should be held responsible for peer monitoring and to say that they deal personally with cheating. Implications for higher education institutions are discussed. 相似文献
6.
Researchers have suggested that questionnaire item sensitivity may be a possible source of response bias in investigations using mail surveys. In conducting job satisfaction studies of faculty members in higher education, investigators have assumed that job satisfaction items are not highly sensitive to faculty members and do not vary in their degree of sensitivity. The purpose of the present research was to assess the degree of sensitivity of various job satisfaction items to faculty members and to identify dimensions of faculty members' sensitivity to these items. Results from a questionnaire returned from 354 faculty members at a large university showed that their sensitivity to job satisfaction items centered primarily in three areas: (1) concern with extrinsic job factors, (2) concern with department head actions, and (3) concern with promotion and salary. On the whole, item sensitivity appeared to be rather low. Implications and suggestions for future research are discussed. 相似文献
7.
Across the field of U.S. higher education, regional teaching and comprehensive universities are striving for national research status. This tendency has most often been explored at the organizational level, but in this paper, the views and actions of faculty members are the unit of analysis. Based on qualitative data, I put forward a three pronged frame-work that organizes overarching faculty responses to one university’s transition. I focus most specifically on one faculty response, which I call operationalizing in order to show how faculty members take agency in a moment of complex change that illuminates tensions between faculty, university leaders and the field of higher education, more generally. Contributing to the literature on faculty agency, mission creep/striving and change in higher education, I unpack specific ideas and practices that faculty used as they took agency over their careers. 相似文献
8.
王革慧 《咸阳师范专科学校学报》2014,(6):118-120
师资队伍建设是开放大学发展战略的重要组成部分。针对目前开放大学师资队伍现状以及存在的问题,分析了专职教师队伍的引进、聘任和在职培训,探讨了兼职教师队伍的建设策略以及师资队伍建设的制度保证和政策激励。 相似文献
9.
《The Internet and Higher Education》2004,7(1):33-49
Many challenges associated with distance education and technology integration initiatives focus on faculty issues and concerns. This article analyzes these difficulties by identifying from the literature current trends affecting faculty, faculty motivators, and faculty challenges. Then, following this review and analysis, the article presents seven strategies for university administrators and faculty to consider as part of their own strategic plan to mitigate faculty concerns and ensure program success. The seven strategies discussed include the following: (1) enable colleges and departments to accept more responsibility for distance education activities; (2) provide faculty more information about distance education programs and activities; (3) encourage faculty to incorporate technology into their traditional classrooms; (4) provide strong incentives for faculty to participate in distance education; (5) improve training and instructional support for distance education faculty; (6) build a stronger distance education faculty community; and (7) encourage more distance education scholarship and research. 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.
The shifting demographics of faculty ranks, expansion of faculty work, and the expectations of accountability and revenue production place new demands on today’s faculty. Collaborating with other faculty members is one option for easing workload demands and reinvigorating faculty members in the conduct of their teaching and research. In this article we discuss the importance of collaboration among faculty members in deriving new strategies for the classroom and approaches to research, and we provide suggestions for moving beyond short term collaborations and toward the creation of thinking communities that have the potential to re-energize faculty members and bring passion back to their work. 相似文献
12.
This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members. 相似文献
13.
Dian Squire 《International journal of qualitative studies in education》2017,30(8):728-745
AbstractRecent news cycles have illuminated the disparate, racialized experiences of Black people in the United States but university leadership responses have been reactionary, or worse non-responsive. This study examines how university responses to national racial incidences such as the police brutality affect how faculty of color in one discipline understand the university’s commitment to diversity and ultimately how it affects the faculty experience. Illuminating how university actions affect not only faculty attitudes, but also faculty work has implications on broader university diversity outcomes and rectifying the racist, colonial founding of universities as national institutions. Findings show that there was increased race-related service taxation that was paired with resiliency and resistance tactics, and self- and community-driven coalition building. There are implications for institutional leaders around increasing a diversified student body through attention to community incidences and redefining community relationships to the university. 相似文献
14.
Faculty play an essential role in providing access for college students with LD. Though many recommendations exist in the literature for educating faculty about their roles regarding students with LD, it is unclear whether these strategies are actually addressing faculty needs. To examine this issue, the evolving role of faculty is discussed. Current practices in faculty education pertaining to college students with LD are reviewed. Discrepancies between the evolving faculty role and current faculty education practices are examined. Guiding questions are proposed for expanding faculty education efforts and models to keep pace with the evolving faculty role in providing access for college students with LD. 相似文献
15.
Sherrie L. Proctor Afshan Nasir Tossea Wilson Kathrynne Li Paola Castrillon 《Psychology in the schools》2018,55(5):506-522
This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion. 相似文献
16.
Alison Cook-Sather Joel Alden Schlosser Abigail Sweeney Laurel M. Peterson Kimberly Wright Cassidy Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134
Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices. 相似文献
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18.
《College Teaching》2013,61(3):100-104
Interdisciplinary teaching requires substantial effort to integrate the disciplines, especially when a wide interdisciplinary gap exists, such as when a course bridges the sciences and humanities. Creating successful science/humanities courses requires more than good intentions; it demands awareness of the challenges that faculty encounter in such courses, along with specific strategies to meet these challenges. We compile findings from theories, case studies, and instructional guides in the interdisciplinary literature, along with faculty interviews and our own teaching experience, to present seven main challenges and suggested strategies for each. 相似文献
19.
Chris Linder Jessica C. Harris Evette L. Allen Bryan Hubain 《Equity & Excellence in Education》2015,48(2):178-194
In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation. 相似文献
20.
Michael R. Cavanaugh Rebecca Pfeffer Janice Ahmad 《Journal of Criminal Justice Education》2016,27(3):324-339
High-impact educational practices are increasingly being recognized as powerful teaching strategies that can positively impact both student and faculty experiences in the classroom. Student persistence in college is correlated to campus integration, and one way this can be successfully facilitated is through student–faculty research partnerships. This paper documents the process of one faculty research team integrating four undergraduate students into an ongoing research project, for which students received course credit. There were many benefits of this collaboration to both student and faculty participants, but there were also many opportunities to better streamline the project and to potentially create an institutional template for replication of this process so that other faculty members can learn from this experience and more easily successfully integrate students into their own research. 相似文献