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1.
借鉴新制度主义理论，本文对美国大学教师评聘的“共识性”标准及其评价实践中的标准分化现象进行解释。研究发现，专业协会通过制定和传播被学术界广泛认可的学术理念和规则，促进了机构的规范性趋同。经费紧缩、问责强化以及大学排名的兴起使得研究导向的评价标准得到广泛应用，进而引发了机构的模仿性趋同。与此同时，历史传统、办学使命和发展目标的差异使得不同类型的大学通过对评价标准进行优先排序以及对具体指标进行差异化赋权，分别形成了各具特色、重点突出的评价标准体系。趋同与分化，构成美国大学教师评聘标准的“一体两面”。借鉴美国大学的经验，我国在深化高校教师分类评价改革的进程中，应进一步扩大和落实高校人事自主权，鼓励不同类型和层次的高校结合实际校情与本校特色，制定更加多元化与精细化的教师评聘标准体系。  相似文献   

2.
Nine faculty from 4 counselor education departments were interviewed regarding the evaluation criteria and decision‐making processes used during selection interviews. Ten characteristics were identified that participants looked for during interviews. There was a high degree of agreement among participants on the evaluation criteria they used. However, the same homogeneity was not found in decision‐making processes. Counselor educators seemed to use selection interviews to screen out applicants who were unsuitable rather than to select the most qualified applicants. Evaluation criteria and procedures should be refined to increase the benefits of using interviews in the selection process.  相似文献   

3.
This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience.  相似文献   

4.
The purposes of this micro-level, detailed qualitative study of a university faculty in a large city in China are threefold: to identify the sources of institutional promotion criteria, to illustrate the experiences of frontline faculty members with these criteria and their perceptions of them, and to discuss the possible bearings of the findings on the modification and reform of the existing system for faculty evaluation and promotion in China. The data and analyses suggest that promotion criteria at the institutional level are largely influenced and determined by the policies that are developed by regimes at the national level. My research further suggests that faculty members are highly reflexive and pragmatic with respect to external definitions of scholarship. Future efforts in faculty evaluation and promotion might need to move the locus of the teaching criteria for promotion to the departmental and workgroup levels and broaden the research criteria to include faculty “knowledge application.” Research work may need to be reviewed for content rather than evaluated in terms of language or quantity.  相似文献   

5.
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 evaluation of a first step implementation of an interactive training program for beginning faculty is presented. The training program is based on the principles of full recognition of the subjective theory of the faculty and establishing an equal relationship between the faculty and the trainer.To evaluate the actual implementation of the model questionnaires on the implementation of the two principles, participants’ reactions to the training and fulfilment of expectations towards the training were used. The results of the training are assessed with questionnaires on the learning of the participants, their expected use of knowledge and skills, their expected development and a pre and post measurement of instructional beliefs. The results show that the interactive model of faculty training was implemented and seems appropriate for training beginning faculty. The goals of the training were attained, except for directional change in instructional beliefs of the faculty. It is hypothesised that global changes in instructional beliefs can only be measured after a longer period.  相似文献   

7.
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8.
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   

9.
We conducted a content-analysis of the websites of 100 institutional members of the Council of Undergraduate Research in order to examine the relationship between messages communicated on websites as compared to messages expressed within institutional procedures and policies. Findings show that public research institutions were more likely than baccalaureate institutions to have an Office of Undergraduate Research. Further incentives and supports provided by such offices are predominantly directed to students. Lastly, our analysis of promotion and tenure policies reveals that only 14 institutions out of the 100 in our sample explicitly mentioned mentoring undergraduate researchers in the evaluation criteria for faculty members. We offer implications for research and practice.  相似文献   

10.
同行评议是研究型大学教师聘任中的一个重要程序,其结论对于教师是否能够得到聘任、职称能否得到晋升具有决定性意义。在我国研究型大学教师同行评议的过程中,内部评议与外部评议、资格审查与同行评议、量化评价与同行评议是尤其需要注意的三对矛盾关系。  相似文献   

11.
This article presents findings from a national study of Chief Academic Officers of 4-year institutions on the impact of policy efforts to encourage multiple forms of scholarship in faculty roles and rewards. The extent of reform, kinds of reform and influence of initiating reform is examined in four areas: expectations for faculty evaluation, the faculty evaluation process, promotion and tenure outcomes, and institutional effectiveness. The findings are also examined by institutional type. Findings from this study show that campuses that initiated policy reforms to encourage multiple forms of scholarship were significantly more likely than their counterparts to report that teaching scholarship and engagement counted more for faculty evaluation, to report a broader set of criteria used to assess scholarship, and report a higher percentage of tenure and promotion cases that emphasized their work in these areas. In addition, CAOs at campuses that initiated reforms reported a greater congruence between faculty priorities and institutional mission, and greater improvement in attention to undergraduate learning over the last decade.  相似文献   

12.
《Higher Education Policy》2001,14(2):175-182
Grade inflation, particularly but not exclusively in higher education, is a serious concern of educators, educational policy-makers and researchers. It has been suggested that student evaluations of faculty are among its principal causes because students tend to give favorable evaluations to professors who give high grades, and that these evaluations are used by university administrators as part of the criteria for promotions, salary increases and similar faculty benefits. This explanation suggests that faculty members compete for favorable student evaluations. It can be generalized to state that faculty members cooperate and compete not only for favorable evaluations, but also for the enrollment of students in the courses they teach. The relevance of faculty cooperation and competition suggests that the Theory of Games could be a useful instrument to analyze the interactions among university professors. The object of this paper is to present a model based on these assumptions and to analyze the consequences that can be derived from it that are relevant for university policy decisions.  相似文献   

13.
Abstract

This research was based on the theoretical belief that student evaluations of faculty teaching are related to the person-environment congruence between students’ locus of reinforcement and the degree of control exercised by faculty instructional styles. Fifty-seven college students were classified as internally or externally reinforced based on Rotter’s locus of reinforcement theory. Students evaluated high and low faculty control instructional styles by rating daily seven classroom evaluative questions on a five-point differential scale. It was hypothesized that the evaluation of instruction by students experiencing congruent control styles (internal students/low control and external students/high control) would be more positive than incongruent combinations (external students low control and internal students/high control). ANOVA results yielded a significant 937’value p <.01) for interaction effects which supported the research hypothesis. Implications for student evaluation of faculty teaching are discussed.  相似文献   

14.
A system has been developed for measuring the performance of faculty members at Middle East Technical University (METU) in 1998. This system has been designed to provide feedback for improving the quality of academic work. It involves a separate set of criteria and measures for each college within the university. The criteria used for the College of Engineering include publications, editorial work and translation, professional and other research activities, educational activities, memberships and awards, and other activities. Faculty members are recruited based on these criteria. They report their activities and works annually as required by this system, and they can access their measurement results through the university Intranet. These results play a significant role in promotion of the faculty members. Awards are given to faculty members who demonstrate superior performance. This system has also been utilised to measure the efficiency of engineering departments, and guide and support departments in improving their efficiency. Since the beginning of implementation of this system, significant changes have been observed in preferences and activities of faculty members, and their performance. The paper discusses impact of this system on performance of the Engineering College.  相似文献   

15.
Universities generally have clear expectations for teaching and scholarship, and often a faculty member’s publications, research and scholarship are the primary factors in tenure and promotion decisions. Many universities do include service as one component in annual reviews as well as in assessing progress toward tenure and promotion. Unfortunately, criteria for evaluating service are often not specified. Having vaguely outlined expectations for service sends a message that service does not matter, ultimately doing a ‘disservice’ to faculty who need guidance on appropriate levels of service. As much as possible, department chairs, governance bodies that represent the faculty, and administrators who are responsible for evaluating faculty need to ensure that faculty members understand how they will be assessed in the area of service and to make evaluation in this area as transparent as possible.  相似文献   

16.
教学是高校教师的重要工作之一,但是在高校评价体系中教学工作往往被轻视。本文以高校职称评审中有关教学工作的评价制度为视角,以上海市八所综合性高校为调研范围,实证分析高校教师教学工作现状和职称评审中教学工作的评价制度。研究显示,高校教师在教学上有很多投入,而评价制度难以切实显现教学工作的重要性;有关教学工作的评价在职称评审制度的实然评价与教师个体的应然评价中存在显著差异。  相似文献   

17.
As research on student evaluations of teaching (SET) has dominated our understanding of teaching evaluation, debate over SET implementation has turned attention away from basic principles for appraising employee performance as established in human resources literature. Considering SET research and its practical significance in isolation from relevant human resources literature not only risks unlawful remedies for issues such as bias in SET but also risks replacing one form of bias with another. Meanwhile, the full potential of human resources tools to support consistent evaluation of teaching remains unrealized. To address this gap, this article clarifies how teaching evaluation can be conducted as sound performance appraisal by deploying SET and peer review of teaching within a larger framework of established human resources techniques. A review of recent literature articulates prominent themes in research on SET and peer review of teaching and outlines key principles for performance appraisal and performance management. Those principles are used to analyze representative faculty evaluation policies and procedures and clarify the weaknesses of both traditional and recently revised approaches to teaching evaluation. The final section elaborates performance appraisal techniques relevant to teaching evaluation. These include planful use of results and/or behavior approaches to performance appraisal, robust rating instruments for behavioral performance appraisal, targeted collection of information from multiple stakeholders, and job analysis. Efforts to de-emphasize quantitative SET data to address issues such as bias can be strengthened through the incorporation of performance appraisal tools that clearly articulate performance criteria and standards and that gather both qualitative and quantitative data on employee performance.  相似文献   

18.
A survey was conducted of a random sample of 100 counselor education programs with regard to their policies and procedures for admission of graduate students. The 68 usable responses also provided data on the number of students admitted to each degree program as well as size of faculty in 1965 and 1970. The results indicate a heavy emphasis on predictors of academic success as initial screening criteria, with a wide variety of other criteria considered. Most programs reported the use of different levels of administration in making admissions decisions, with the majority utilizing a departmental committee as one level.  相似文献   

19.
There are two universities in Slovenia which undertake research and teaching and offer professional services. The quality of the research performed by faculty members is assured by strict quantitative bibliographical criteria employed in the faculty rank award procedure. The criteria for teaching quality are less well defined. The new Higher Education Act of 1993, organized university staff development, the appearance of an integrated information system, and student evaluation of faculty teaching performance with the aid of student questionnaires can all be regarded as extrinsic assistance to intrinsic efforts on the part of faculty, students, and their organizations. Slovenia will endeavour to broaden and deepen its co‐operation with international organizations and foundations in the field of quality assessment and improvement of higher education institutions, particularly the quality of the teaching they offer.  相似文献   

20.
Multiple regression procedures are commonly used to investigate gender equity in faculty salary. However, a review of 19 case studies indicates that many of them fail to (a) adequately develop a regression model that examines the linear and nonlinear (i.e., interactive and curvilinear) relations between predictors and the criterion and (b) appropriately apply regression diagnostic statistics throughout salary model development. A seven-step process is presented as a comprehensive framework for testing allegations of gender discrimination in faculty salary. Steps include (a) identifying predictors of faculty salary, (b) identifying and establishing criteria for interpreting statistical tests and diagnostic procedures, (c) determining the criterion variable used in the salary model, (d) developing a salary model, (e) testing for gender discrimination in pay, (f) conducting diagnostic procedures to confirm the appropriateness of the final salary model, and (g) testing the assumptions of the regression model. An application of this model is presented using a case study (N = 725 faculty).  相似文献   

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