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1.
Academic work: Perceptions of senior academic administrators 总被引：1，自引：0，他引：1
Ruth Neumann 《The Australian Educational Researcher》1993,20(1):33-47
This article reports on selected findings of the first stage of a qualitative study of academic work in Australian universities. This stage examined the perceptions senior academic administrators from the humanities, sciences, social sciences and professional areas hold of the work roles of academics. The article presents their perceptions of ‘research’ and ‘scholarship’ and the link between the two, as well as the interrelationships between research, scholarship and teaching. The findings show a high level of consensus and coherence in the views presented. The article examines possible reasons for such a unanimity of perception and raises further questions for investigation. 相似文献
2.
In developing graduates for the knowledge society lecturers in higher education may seek to strengthen links between research and teaching. Much of the previous work on the research-teaching nexus is within traditional universities and subject disciplines. In aiming to deepen understanding of the research and teaching nexus this paper focuses on the academic identities of higher education lecturers working in newer higher education institutions and in the professional fields of nursing and of teacher education. A qualitative study, informed by professional identity construction as an ecological concept, was conducted. The findings align with previous studies concerning similarities between lecturers in nurse and teacher education, but they contrast with previous studies concerning differences between these two groups of lecturers. Similarities include the priority given by professional educators to their responsibility for preparing new clinical practitioners; the research-led model as the lecturers’ main approach to the research-teaching nexus; and their difficulties in coping with current demands in academic work. Differences between the two groups of lecturers include the way that ‘practitioner identity’ is positioned within their current academic identities and the way that they position initial education within the wider professional field. These differences indicate different kinds of connections between teaching and research. The paper proposes an ecological approach to understanding the research-teaching nexus. 相似文献
3.
Research agendas are understudied, despite being key to academic knowledge creation. The literature suggests that the ways that academics determine their research agendas are conditioned by individual, organisational and environmental characteristics. This study explores the cognitive aspects of academics' research agendas in the social sciences by using a theory on thinking styles as an analytical framework. The results suggest that the research agendas of academics in the social sciences are significantly associated with their thinking styles. These findings aid understanding of how academics set their research agendas. This study also represents an important landmark in research on thinking styles, focusing on academic research work as a potential venue for further studies. The findings are relevant for policymakers, research funding agencies, university administrators and academics because they have implications for academic research development processes, outcomes, and for research and academic identity socialisation during doctoral studies. 相似文献
4.
Moragh Paxton Vera Frith Roisin Kelly-Laubscher Natashia Muna Mathilde van der Merwe 《高等教育研究与发展》2017,36(6):1264-1279
Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies. 相似文献
5.
This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff. 相似文献
6.
Using data from a random sample of chief liberal arts academic officers in American colleges and universities, the authors examine the support of teaching in the liberal arts (defined as the natural sciences, social sciences, and humanities). Information is presented on 15 categories of faculty support for teaching and research, basic teaching conditions, tenure decisions, and merit salary increases. Differences in support are examined among institutions that vary in size, location, sponsorship, and degree level. These findings suggest that liberal arts teaching is in less than excellent health on most American campuses. In addition, the researchers note numerous inconsistencies among resources, standards, and rewards in American institutions of higher learning and urge liberal arts administrators to reduce these inconsistencies where possible. 相似文献
7.
Yating Huang 《高等教育研究与发展》2018,37(4):758-772
Drawing on in-depth interviews and classroom observations with 14 academics from the field of applied sciences, this case study provides empirical evidences on the research–teaching nexus in the context of Chinese research universities by examining the multi-layered factors at the individual, institutional and organisational levels. The study sketches out several substantive social structures, including performative incentives, research culture and institutional emphases, that have significantly shaped the research–teaching nexus in a managerial context. Teaching beliefs that are rooted in traditional Chinese culture, however, have been identified as an essential factor to strengthen the research–teaching nexus. This study concludes that a more supportive environment based on the cultural beliefs of teaching can be created to alleviate the growing tensions between research and teaching. 相似文献
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9.
While there is an increasing demand of academics to do more teaching, research and community service, there is also increasing pressure to improve the quality of such work. The emerging dilemma between increasing the quantity and quality of academic work and its implications are the focus of this paper. Academic work appears to be taken for granted by administrators as it is rarely defined in contracts, either quantitatively or qualitatively. In this paper the complexity of the relationships between quantity and quality of academic work is analysed in terms of relevant concepts and processes. It is argued that the achievement of higher quality in academic work requires a better understanding of the factors involved by academics, administrators and the funding bodies responsible for higher education. 相似文献
10.
Abstract This paper reports the findings of a study that examined the relationship between distance teaching and the faculty reward system. Using a qualitative approach, the study sought to understand how distance teaching is valued, rewarded, and accommodated within the institutional reward structure. Based on interviews with faculty members, distance education program administrators, and the chief academic officers at four research universities, the study describes a reward culture that is not accommodating to and rewarding of faculty work in distance education. The study finds that: 1) distance education occupies a marginal status, 2) distance teaching is neither highly valued nor well‐rewarded as scholarly activity, 3) distance teaching is not highly related to promotion and tenure decisions, and 4) rewards for distance teaching are dependent on the academic unit's commitment to distance education. 相似文献
11.
Journal articles within the field of higher education that focus on college and university administrators, have for the most part, examined topics such as leadership, governance, and institutional effectiveness. Recently, internal and external critics have questioned the ability of college and universities to impact educational outcomes, more specifically student outcomes. In this regard, this study sought to examine how the work of administrators in higher education affects student outcomes. From a systematic review of 10 years of research studies on higher education that focus on administrators as a unit of analysis in higher education, the researchers found that the nexus between the work of administrators and student outcomes was nascent. 相似文献
12.
This paper examines the proposition that the quality of university teaching in the research-intensive university is affected by various compliance demands on academic work that are meant to either enhance or be complementary to teaching. These include holding academics to account for the quality of both research and teaching. Our research aims to contribute to evolving theories about the research-teaching nexus and the relationship between compliance and teaching quality. Twenty five in-depth interviews were undertaken with lecturers at a research-intensive university. It was found that research was valued more than teaching, and teaching quality only needed to be good enough to achieve career goals. Once a certain compliance level had been reached in teaching, lecturers could justify apportioning more time for research. We have described teaching in this context as ‘vanilla’ and argue that vanilla teaching is a rationale choice for university academics. 相似文献
13.
John Taylor 《Higher Education》2007,54(6):867-884
Teaching and research lie at the heart of higher education. The interaction between teaching and research has therefore attracted
the attention of both researchers and policymakers. Much has been written about this relationship, looking in particular at
the perceived mutual benefits between teaching and research. This paper presents some findings from a research project which,
using a comparative approach, aimed to examine the nature of the teaching:research nexus and, in particular, to consider the
response of institutional management. Based on the observations collected through the project, a new model is proposed for
institutional management of the teaching:research nexus. This model is based on a range of contextual factors, classified
as ideological or environmental, and two contrasting approaches to institutional management of the relationship between teaching
and research, active and passive. This model offers a new approach to understanding the operation of the teaching:research
nexus within institutions of higher education. 相似文献
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15.
校系两级教学管理的思考 总被引：1，自引：0，他引：1
高等学院校系两级规范、系统化、信息化的教学管理，是高校教学改革和发展的必然要求，也是提高教学质量的重要保证。如何做好教学管理工作，是高校教学管理者所要研究的重要课题。本文从校系两级教学管理规范、系统化、信息化构建的角度进行讨论。力求优化教学管理队伍，提高人才培养质量。 相似文献
16.
‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education
Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds. 相似文献
17.
Teaching is increasingly being considered for inclusion in academic promotions in a number of universities. This raises questions about how teaching is appraised in relation to research; and which teaching criteria contribute to promotions outcomes. This article investigates these questions from a gender perspective by statistically analysing the actual promotions outcomes by rank levels at a South African university where teaching and research have been equally evaluated in academic promotions. The findings show that, overall, there was no statistically significant difference in promotions success rates between males and females and that more females achieved excellence in teaching with higher scores than males. Two of the 10 teaching criteria analysed – ‘ongoing study of tertiary education’ and ‘special recognition of teaching’ showed statistically significantly higher scores for females with high effect sizes, pointing to the importance of the Scholarship of Teaching and Learning in academic promotions for women. This study has implications for closing the gender gap in the senior ranks of universities. 相似文献
18.
Peter Hoefer Jack Yurkiewicz John C. Byrne 《Decision Sciences Journal of Innovative Education》2012,10(3):447-459
The results of a student evaluation of teaching instrument are analyzed for a semester of classes at a large collegiate business school, at both the graduate and undergraduate academic level. In particular, we concentrate on the relationship between responses to the instrument and student grades. The results show interesting differences, suggesting dissimilarities, especially for gender, academic level, and field. Our research suggests that academic administrators and others need be cautious when they use such data in evaluating teaching. 相似文献
19.
Despite the widespread use of performance-based management in higher education, empirical research on its actual impact has remained scarce, particularly in Europe. With agency theory as a framework, our study utilised survey data collected from Finnish universities in order to explore the influence of performance management on perceived teaching and research performance of senior academics. Our findings suggest that, although academics hold a quite positive view of performance measurement as such, this attitude does not correlate with perceived high performance in either teaching or research. Moreover, our results suggest that perceived high performance among academics still relates primarily to acknowledgement from the academic community and academic achievement rather than to measurement and financial incentives. 相似文献
20.
The key purpose of this research was to investigate the mediating role of academics’ self-efficacy in teaching and research (termed ‘academic self-efficacy’) in the relationship between emotions in teaching and teaching styles. Two hundred and thirty-two academics from 13 higher educational institutions in Shanghai, mainland China, responded to three self-report inventories, each assessing academics’ emotions in teaching, efficacy in teaching and research, and teaching styles, respectively. Results showed that academics’ emotions in teaching statistically predicted teaching styles, both directly and indirectly – through academic self-efficacy. Findings have enriched the literature on emotions in teaching, that on teaching styles, and that on teacher/academic self-efficacy. Practical implications are proposed in relation to academics and university senior managers. 相似文献