共查询到20条相似文献，搜索用时 62 毫秒
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Bradley E. Cox Kadian L. McIntosh Patrick T. Terenzini Robert D. Reason Brenda R. Lutovsky Quaye 《Research in higher education》2010,51(8):767-788
Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that
same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively
little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided
by the theory that faculty members use in-class behaviors to signal their “psychosocial approachability” for out-of-class
interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical
factors that influence the frequency and type of interaction faculty members have with students outside of the classroom. 相似文献
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Shen Hong 《Chinese Education & Society》2020,53(3):61-79
Abstract The “2014 Chinese University Faculty Survey” found that: University faculty in China are young, recent recipients of their academic degrees, and have a high level of inbreeding within academia; there is a high percentage of doctoral degree holders; a large proportion are from villages and towns, and have parents with low-level education and employment; overall they feel high levels of work pressure as well as job satisfaction. They work on average 45?hours a week and are paid nearly RMB 110,000 yuan per year. One third of them live in “policy apartments,” one third have no overseas experience, and one fifth would not choose the academic profession again if they had the chance. They would prefer a teaching to research ratio of 2:8, but their actual work ratio for teaching, research, and service is 4:4.5:1.5. Three conclusions may be drawn from the results of the survey: the academic profession is highly equitable, but would benefit from people from more diverse backgrounds joining; there is a high threshold for entering the profession but opportunities for advancement need to be improved; it is a highly specialized profession that places a high demand on academic excellence. 相似文献
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Brenda Little 《Tertiary Education and Management》2013,19(3):227-245
Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as developing the skill needs of workers in modern knowledge‐based societies. In the UK, workplace learning has long been a feature of higher education in certain subject areas, and in the late 1990s the idea of work experience for all students re‐emerged as a significant issue. Various studies have considered the relationship between work placement experiences during higher education and students' subsequent transition into employment after graduation, but there has been less recent research exploring how the placement experience translates into academic development. This article presents some of the findings of a study on the effects, as perceived by undergraduates themselves, of work experience placements on aspects of learning as well as employability. The majority of placement students indicate personal and intellectual development and report increased levels of confidence and enhanced motivation towards study. However, national data show a continuing decline in the numbers of UK students taking up placements, and the study suggests that more general moves towards flexibility within undergraduate programmes may be contributing to this decline. 相似文献
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Abstract Training abroad is an important avenue for promoting the specialized development of faculty and improving international accomplishments. On the basis of the data from the 2014 Faculty Survey in China, this paper applies the technique of propensity score matching to control for the self-selection bias in the sample, so as to quantitatively evaluate the economic benefits of training abroad for faculty. The study finds that training abroad presents significant economic returns, while the potential benefits of training abroad for faculty members who have not yet pursued training abroad are higher than the benefits for faculty members who have pursued training abroad; a nonlinear relationship exists between the period of time for which a faculty member pursues training abroad and the economic benefits thereof, with the order of the economic benefits of training abroad from least to most for different time periods being: 1?year, less than one half year, more than one half year to less than 1?year, and more than 1?year. The conclusions of the study provide an empirical basis for the selection of pathways for the professional development of faculty in the future, as well as the design and refinement of training abroad programs, et cetera. 相似文献
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Technology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology skills, may be overlooked as an essential part of the coursework for preservice teachers. This article presents a synthesized list of available websites and applications for both teacher educators and preservice teachers which can serve as a starting point for technology integration. If faculty can create an environment that honors and assesses the technological skills of their students and commit to understanding how the next generation of learners are using technology to learn, there may be a future impact on the classrooms of those preservice teachers as they start their own careers. 相似文献
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Jill Channing 《Community College Journal of Research & Practice》2013,37(11):757-760
ABSTRACTOver the years, there has been an increased call for accountability by legislators, policy makers, and the public for educators at all levels (Arreola, 2007; Fincher, 1983). College and university professors have not traditionally been subjected to much oversight or evaluation, especially after they receive tenure. Nevertheless, there are many models for tenure and posttenure evaluation (Arreola; Buller, 2012; Licata, 1986; Licata & Morreale, 1999). Each model emphasizes a variety of purposes such as encouraging faculty’s development as educators, as scholars, and as members of college communities. Other reasons include making recommendations for retention and/or tenure, evaluating teaching effectiveness, and evaluating overall performance. Provided here is an analysis of administrators’ and faculty members’ differing perceptions of faculty evaluations as well as suggestions for improving faculty performance reviews and implications for further study of faculty evaluation. 相似文献
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Marcia V. Fuentes Adriana Ruiz Alvarado Jennifer Berdan Linda DeAngelo 《Research in higher education》2014,55(3):288-307
This study seeks to understand the factors that contribute to a type of student–faculty interaction known to have particular benefits for students, faculty mentorship. Using three-time-point data from the Cooperative Institutional Research Program at the University of California, Los Angeles, this study employed structural equation modeling to investigate the relationship between contact and communication with faculty in the first year of college and faculty mentorship in the senior year. Results suggest that early interaction with faculty serves as a socialization process in college that leads students to have more meaningful interactions with faculty later in college, in the form of mentorship. The study extends the field’s understanding of faculty mentorship and offers important implications for institutional practices. 相似文献
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AbstractThe comprehensive examination is a customary, yet relatively unexamined, requirement in North American doctoral education. This case study explored the purpose of a comprehensive examination as perceived by faculty members and students in a Faculty of Education program, at a Western Canadian University. We found that, in addition to the traditional gatekeeping function of the examination, other purposes emerged. Contrasting views about whether the examination was designed to assess content mastery necessary for teaching or designed to assess readiness for doctoral research were found. The use of the comprehensive examination as an opportunity to learn and as a means for identity formation, including introducing students to the pressures of academic life, also contrasted with its traditional assessment function. The purposes of the comprehensive examination remained ambiguous to students, even though they had been privy to discussions concerning the design and development of the examination. Moreover, faculty members did not always agree on the purposes of the comprehensive examination. The differences in perspective and how these affect the administration of the comprehensive examination have an impact on students’ experience, including examination preparation. Implications for the implementation, preparation, and assessment of the examination are discussed. 相似文献
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Based on the rationale of expectancy theory, this article examines to what degree the desire for promotion motivates faculty to do research. Using Taiwanese faculty survey data, it is found that faculty members who show higher motivation for promotion display better research performance than their colleagues who show lower motivation for promotion. This article also indicates that different kinds of rewards have different motivating effects on various types of faculty research performance. After controlling for the effects of demographic, educational, and institutional variables, the results of logistic regressions show that faculty who think promotion and the satisfaction of curiosity are important tend to publish articles; faculty who want to demonstrate their mastery of their disciplines tend to publish books; and faculty who care about personal income are more likely to seek and receive the National Science Council Research Outcome Grant. 相似文献
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Magnus Gabrielsen 《Scandinavian Journal of Educational Research》2013,57(5):531-546
This analysis seeks to unite both an architectural and an educational perspective on the transformation of the university into a postmodern institution. Our point of departure is an analysis of the new buildings for the Faculty of Humanities University of Copenhagen which are located on the island area of Amager, to the south of Copenhagen's centre. To put the transformation into perspective we will also consider the respective older buildings that house the universities of Copenhagen and Oslo. The analysis will illustrate how the university as an institution has changed in terms of characteristics, position in society and its understanding of itself. Previously, the university was a clearly defined institution, which had both the process of Bildung (liberal education) and the production of objective knowledge as its goal. Today's university has become a institution, which seeks to develop competence rather than Bildung and to facilitate knowledge in the Network Society. These changes can be explicated by the French philosopher Lyotard's analysis of the position of knowledge within the postmodern sphere. 相似文献
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This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out. 相似文献
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In line with ‘the entrepreneurial university’ discourse, managerialism and performative culture brought new expectations to faculty such as developing online programmes/courses, carrying out training for professionals, obtaining research funds, leading projects in cooperation with industry/business, collaborating with colleagues from various disciplines, participating in international networks and representing their disciplines and institutions. These new duties and the traditional roles of academics, as knowledge producer and public intellectual, constitute their intellectual leadership. Given these new circumstances, it is important to investigate the influence of universities’ organizational components to understand how university managers can support academics’ intellectual leadership. This research aims to explore intermediary relations between communication, climate and managerial practice flexibility in universities and academics’ intellectual leadership. Quantitative data were collected from 937 Turkish faculty via an online questionnaire and analysed using Path analyses. Analysis revealed that faculty, by their intellectual leadership behaviours, contribute to the development of their disciplines, institutions and society, and that communication in universities has a strong impact on faculty’s intellectual leadership by mediation of the organizational climate and managerial flexibility regarding scholarly practices. Consequently, university managers should establish functional communication systems in their institutions to generate a positive atmosphere and to maximize the efficiency of institutional practices. 相似文献
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John S. Levin Adam Jackson-Boothby Zachary Haberler Laurencia Walker 《Community College Journal of Research & Practice》2013,37(9):852-864
This qualitative investigation of the experiences of faculty of color at community colleges identifies current conditions for this population and suggests potentials for ameliorating conditions that inhibit their job satisfaction. We argue that the current conditions for faculty of color, based upon their expressed experiences at the community colleges, are deleterious to their professional performance, to their positive self-image, and to their contributions to their institutions. Alterations to these current conditions are unlikely without systemic institutional change. Indeed, without improvement to these conditions, the job satisfaction of faculty of color is not likely to change. 相似文献
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Maureen Vandermaas-Peeler Paul C. Miller Tim Peeples 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):377-393
Although an increasing number of studies have examined students’ participation in undergraduate research (UR), little is known about faculty perceptions of mentoring in this context. The purpose of this exploratory study was to investigate four aspects of mentoring UR, including how faculty define high-quality UR mentoring and operationalize it in practice; what the perceived benefits and challenges of UR participation are for mentors and students; how mentoring relates to faculty perceptions of their other roles (teachers, advisors, and scholars); and how participation in various communities of practice influences UR mentoring. Sixty faculty respondents at a private, midsized comprehensive institution completed an online survey. In a series of qualitative analyses, responses to open-ended questions were coded as instrumental, psychosocial, or blended. Analyses revealed that faculty perceptions of UR mentoring were impacted by faculty approach to UR mentoring and faculty rank. These findings may be helpful in the development of UR programs and faculty support programming. 相似文献
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“Putting in your time”: Faculty Experiences in the Process of Promotion to Professor 总被引：1，自引：0，他引：1
The rank of professor or “full” professor represents the highest status possible for faculty members, and it is generally gained by attaining professional expertise and a national or international reputation. Beyond this, however, little is known about these individuals or the promotion process at this level. In this qualitative study of 10 faculty members at one research university in the United States, we sought to understand the experiences of individuals who had sought promotion to full professor. Through a socialization lens, we found that issues of time, a lack of clarity, and gender disparity were concerns for these faculty members. 相似文献
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This study explored institutional governance in an Alabama public two-year community college and investigated the perceptions of faculty and administrators within this sector. To answer the research questions for this study, a quantitative cross-sectional survey utilizing inferential analysis of the collected data was employed. To analyze the perceptions of Alabama community college faculty members and administrators regarding their interactions in institutional governance, three quantitative research questions were used. The research questions were analyzed based upon participant responses from the survey instrument. Analysis of variance (ANOVA) was the statistical method used to determine if any significant differences in perception existed between faculty and administrators. The results of the study revealed that a significant difference existed between faculty and administrator perceptions with respect to institutional structure and shared governance, but no significant difference existed between faculty and administrators perceptions with respect to supervisory relationships. Considering the findings and conclusions of the present study, the researchers made recommendations related to institutional governance. 相似文献
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Laura E. Welfare Corrine Sackett Heather Moorefield‐Lang 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):179-198
Mentoring students through collaborative research can be an effective method for cultivating student development as scholars; but negotiating the division of responsibilities and recognition may be difficult due to the inherent complexities of the relationship between collaborators and the research process itself. A national sample of 440 students and faculty in education and social science disciplines described their positive and negative experiences with authorship determination in student–faculty collaborative research. Qualitative analysis of these responses revealed important themes and informed the development of suggestions for articulating authorship to avoid potential difficulties. 相似文献