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1.
The scholarship of teaching and learning: A Special Niche for Faculty at Comprehensive Universities?
We investigated the involvement of faculty members at comprehensive universities in scholarship of teaching and learning publishing
activities in four disciplines. Compared to to their publishing rates in research-oriented journals, comprehensive university
faculty members were more involved in publishing articles and serving on editorial boards for pedagogical journals. Over the
past three decades, the relative involvement in the scholarship of teaching and learning journals by faculty members at comprehensive
universities and liberal arts colleges has increased whereas participation by faculty members at research universities has
declined. 相似文献
2.
In 1994, Amado Padilla used the phrase ‘cultural taxation’ to describe the extra burden of service responsibilities placed upon minority faculty members because of their racial or ethnic background. In this paper, we expand upon Padilla's work and introduce the concept of ‘identity taxation’ to encompass how other marginalised social identities (such as gender, race and gender, and sexual orientation) may result in additional non-academic service commitments for certain faculty. Using qualitative interviews with faculty members at a large, public university in the Midwest, we examine identity taxation involving gender and the intersection of gender and race to demonstrate how women faculty (in general) and women of colour (specifically) feel their gender and racial group memberships influence their experiences in academia. 相似文献
3.
Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
4.
Jana Bouwma-Gearhart 《Journal of Science Education and Technology》2012,21(5):558-570
This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided. 相似文献
5.
If one acknowledges that scholarship comes in many shapes and forms, and if one agrees with Boyer's argument that it is time to reconsider scholarship in light of the role of faculty members within departments, colleges, and universities, the next logical step then is to see if Boyer's principles can be effectively applied in a university setting. At the 1995 NAPEHE conference, Boyer acknowledged that the next step, as indicated by the title of the Carnegie Foundation's forthcoming sequel Scholarship Assessed, is to identify ways to fairly and equitably evaluate faculty scholarship within the context of the professoriate in general, and in higher education institutions in particular. The authors argue the case for differential application of standards within and among universities, based upon the diversity of missions and goals. Following that, examples are given for how Boyer's classifications have been applied to promotion and tenure standards at one comprehensive land grant university in the midwest. Administrator and faculty (new and old) commentary provide sup port for the new standards. 相似文献
6.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1):117-145
ABSTRACT The landscape of higher education is more competitive now than ever before. Colleges and universities are changing and refocusing their identity, missions, and strategic visions to better serve students, prospective students, partners, and other external constituencies. As a result, many colleges and universities have changed their name to distinguish and differentiate themselves in this growing and evolving marketplace. This study takes a closer look into the phenomenon of a university strategic name change process and faculty involvement. It addresses the following questions: How much faculty involvement is needed to facilitate a successful university strategic name process? What is the impact of faculty involvement on a university strategic name event? What are the drivers of a university strategic name change? What are the roles of faculty members in fulfilling the desired outcome(s) of university strategic name change events. This paper proposes that faculty involvement is pertinent to the process and outcomes of a strategic university name change. 相似文献
7.
ABSTRACTPostsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa’s borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories. 相似文献
8.
The participation of women faculty in Chinese universities: paradoxes of globalization 总被引：1，自引：1，他引：1
This paper contributes to a discussion of how globalization is affecting women faculty in different countries around the world. It reports on a collaborative, international research project designed to understand the participation of women faculty members in Chinese universities, sketching the historical context necessary for understanding women's place in universities in China, describing the process of surveying university faculty on gender issues and reporting the findings of the survey for universities that prepare secondary school teachers. The paper concludes that in China, ‘gender consciousness’ is a major barrier preventing women's full participation as faculty. As a result, women are likely to increase their disadvantage in the next few years as Chinese universities expand, diversify, emphasize research and broaden their links with the rest of the world. 相似文献
9.
Jean S. Filetti 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):343-352
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
10.
There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 相似文献
11.
To raise university research productivity, the government of Kazakhstan introduced a requirement for university faculty members to publish in journals with a nonzero impact factor in order to qualify for promotion. A survey of faculty members at six universities was conducted to explore their response to the policy. The results suggest that a promotion-linked publication requirement may lift faculty research productivity if it is accompanied by support structures and if universities have control over the promotion process. 相似文献
12.
Patricia Kalivoda 《Innovative Higher Education》1995,20(2):95-116
A qualitative, exploratory study consisting primarily of in-depth reflective interviews with ten exemplary, senior faculty at a large, southern, research university was conducted in 1993. One of the major goals of the study was to identify how exemplary senior faculty have balanced the roles of teaching and research within an institutional context that emphasizes research. The findings from this study indicate that how exemplary, faculty members balance the demands of teaching and research lies, in part, in ten guiding principles.Patricia Kalivoda works in the Office of Instructional Development at the University of Georgia. She holds an Ed.D. in higher education from the University of Georgia. Her scholarship focuses on faculty career development and faculty vitality. 相似文献
13.
黄国斐 《闽西职业技术学院学报》2012,14(2):82-86
高等学校人事争议是高等学校与其编制内聘用的教职员工之间由于辞职、辞退及履行聘用合同所发生的人事争议.随着高等学校人事制度改革的深入,近些年来高等学校人事争议频发,影响了高等学校的和谐稳定.高等学校人事争议产生的原因有各种,如人事管理不合法、不公平和不规范,教职员工不守法、不诚信等.高等学校必须推进人事制度改革,注意效率与公平的结合;增强依法治校理念,依法依章进行人事管理;完善聘用合同制,规范聘用合同内容等,以避免和预防人事争议的产生. 相似文献
14.
《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
15.
Concern that practical realities in classrooms will ‘trump’ theories has led some universities to design residency teacher education programs that maximize coherence between university coursework and field experiences. Yet, some research suggests that student teachers can learn from dissonance. This qualitative case study of one cohort in an urban teacher residency program that sought to maximize coherence asks how the apprentice teachers experienced connections between the university and the field. Although apprentices experienced dissonance, they nonetheless expressed coherent philosophies aligned with university values. Coherence was something that individual apprentices constructed for themselves as they developed a personal ‘style’ or way of teaching in a program that welcomed their prior identities. Coherence was achieved through early development of a personal professional identity, not perfect alignment between field and university. 相似文献
16.
Claudius Gellert 《Higher Education in Europe》1993,18(2):78-84
A tendency towards academic drift and the blurring of boundaries exists in most differentiated higher education institutions as faculty members, particularly in non‐university sector institutions, seek to emulate the research paradigm of universities. As non‐university sector institutions perform essential educational and training roles in meeting the labour requirements of complex developed societies, their specific characteristics and functions must be protected. The best way to guarantee protection is to maintain the separate administrative identities of non‐university sector institutions and to encourage an ethos favouring such separation. 相似文献
17.
CHRISTOPHER A. SIMON JIM R. CARR SESI M. McCULLOUGH SALLY J. MORGAN TED OLESON MARGRET RESSEL 《Assessment & Evaluation in Higher Education》2003,28(2):193-207
Student academic ethics is a serious concern for colleges and universities. The literature dealing with student academic ethics, however, focuses little attention on the possible connection between organizational characteristics and the efforts made by faculty to deter student academic ethics violations. In this case study analysis of faculty at a medium-sized university in the western USA, we found that the level of faculty institutional confidence is related to the use of formal deterrence strategies. Additionally, we found that female faculty members are less confident in the administration, but are only marginally less likely to use formal administrative approaches to manage academic ethics. 相似文献
18.
傅祖浩 《南宁职业技术学院学报》2014,(3):5-8
高校伙食不同于一般的社会餐饮业,有其自身的职能。高校食堂为非营利组织,其产品为准公共产品,具有自身特征。从社会职能、产业特点、经营管理服务等角度对高校伙食特征进行分析,探索高校伙食管理模式。高校伙食办好,有利于师生身体健康和生命安全,有利于高校和后勤科学发展,有利于高校和社会和谐稳定。 相似文献
19.
Michiya Shimbori 《Higher Education》1981,10(1):75-87
The historical background to the emergence of the Japanese system of higher education is described, attention being drawn to the link established between national aims and those of the university and to the system of gakubatsu (a form of patronage for graduates of a particular university). Post World War II expansion brought junior colleges (tanki-daigaku) into the sphere of higher education as well as universities (daigaku). Though formally and legally these classes of institution are equal they are in fact ranked according to the old system. Within universities there is also a ranking which is reinforced by gakubatsu. This ranking limits mobility in the academic profession; academic staff are likely to spend all their careers, undergraduate, postgraduate and as faculty members, at the same university. This system prevents Japanese scholars from taking posts abroad though it must also be pointed out that many Japanese academics go to great lengths to remain fully acquainted with western scholarship. 相似文献