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1.
Higher education institutions are ever more interested in the development of tools that enable them to evaluate and manage the expectations of their students with the purpose of attracting and keeping them satisfied. This research compares what the faculty believes the students expect from a higher education institution with the expectations of students entering higher education. A quantitative study was performed with students from a higher education institution through the application of a questionnaire covering 32 different expectations. The perceptions of the faculty were also collected through the same questionnaire, suitably adapted. The results of the investigation demonstrated differences in thinking between students and professors, with 19 variables representing student expectations that showed statistically significant mean differences. In 13 variables the students had greater expectations than the faculty believed, while for six variables the faculty indicated higher expectations than the students declared. Identifying the existence of this gap in knowledge will allow the higher education institution to adjust its services to the expectations of students, leading them to greater satisfaction. 相似文献
2.
This empirical research was conducted to investigate the role of transformational leadership, organizational culture and organizational learning in improving the performance of Iranian agricultural faculties and leading them to become learning organizations. The research population consisted of all faculty members of public agricultural faculties affiliated with Iran’s Ministry of Science, Research and Technology. A sample of 329 faculty members was selected using stratified random sampling method with proportional allocation. Questionnaire was the main tool for data gathering. Validity of the questionnaire was verified using average variance extracted. Composite reliability coefficients were calculated for determining the reliability of the questionnaire. Collected data were analyzed by structural equation modeling technique using Lisrel 8.50 software package. The results showed that there was a positive and significant relation between contextual components (transformational leadership and learning organizational culture) and process component (organizational learning). These two contextual components could explain 87.3 % of the process component variance. Also, there was a positive and significant relation between process component and performance component, and the process component could explain 36 % of the performance component variance. Our findings support that transformational leadership and learning organizational culture with the effect on organizational learning process not only improve the agricultural faculty performance, but also change them to learning organizations. 相似文献
3.
Terry T. Kidd 《Education and Information Technologies》2010,15(3):155-170
The purpose of this preliminary study was to qualitatively explore the lived experiences of faculty who adopt ICT in a higher
education setting for teaching and learning purposes. Respondents represented a wide range of academic positions. The analysis
of data identified organizational support, adequate and quality resources, faculty development, and administration, leadership,
and change as emerging themes affecting the faculty ability to adopt information and communication technology (ICT) in teaching
and learning purposes. Evidence from this study offers insight into how higher education administrators may support their
faculty to implement appropriate ICT tools and strategies to improve teaching and learning practices. 相似文献
4.
“90后”大学生思想道德素质状况的调查分析与对策研究 总被引：2，自引：1，他引：1
陈文娟 《江苏广播电视大学学报》2010,21(2):94-96
通过对＂90后＂大学生的政治思想状况、道德观、人生观和价值观的问卷调查,分析了＂90后＂大学生思想道德素质的现状和原因。高校要加强＂90后＂大学生思想道德教育,努力打造专兼结合的思想道德教育队伍,积极探索思想政治教育的有效内容与途径,不断加强校园文化氛围建设和典型事例宣传,充分开发利用好网络教育引导平台。 相似文献
5.
大学产教融合组织创新是“产”与“教”两大主体互动中探索共性诉求和差异性,从而激发并理顺人才协同培养机制的过程.新工科建设深化是大学产教融合的组织优化过程.南方科技大学案例访谈和文档分析显示,产教融合相关机构通过组织创新适应大学外部制度环境和内部文化环境,制度企业家应对环境不兼容和收益过低的挑战推进组织创新制度化.产教融... 相似文献
6.
Abstract The concept of organizational health in teacher education programs is conceptualized and investigated. Eleven dimensions of organizational health in academia are identified and described. In addition, the current state of affairs regarding organizational health as recognized by the faculty and administration of 12 colleges/schools of education in the United States is described. Respondents felt most positive about the dimension of loyalty and commitment; the resource utilization dimension received the most negative organizational health rating. Demographic variables of age, gender, type of appointment (administrative or faculty), academic rank, number of years at the present institution, and tenure status were examined to determine whether they influenced perceptions of organizational health in teacher education programs. Type of appointment was the most influential factor on perceptions of organizational health; administrators had significantly higher perceptions than did nonadministrators on 10 of the 11 organizational health dimensions. Age was also found to be a significant factor on more than one‐half of the dimensions, and number of years at the institution influenced perceptions of three of the health dimensions. 相似文献
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While studies on organizational entry have, for several decades, examined how individuals choose organizations and how organizations choose individuals (Lawler, 1973; Vroom, 1964; Wanous 1977), most have focused on the employee recruitment and selection processes primarily from the organization's standpoint. Although the academic profession may provide general identity for faculty, an individual's general value structure and the reciprocal nature of the socialization process have been largely ignored (Van Maanen, 1976). Because there is little disagreement that the academic profession provides general identity for all faculty, the concept of one academic profession has obscured the cultural differences of higher education institutions, the subcultural variations within and among disciplines, and the internalized normative pressures to meet organizational interests that arise as faculty enter new settings. Only recently has socialization been conceived as cultural learning in which the values, knowledge, attitudes, skills, and expectations of a particular culture are acquired by initiates (Corcoran and Clark, 1984). At the same time, culture is seen to evolve as it is shaped by the interaction of newcomers and culture bearers (Kuh and Whitt, 1988). While newcomers will integrate, to some extent, their own needs and values with what they perceive to be the institution's norms and values (Bess, 1978), the reciprocal nature of this cultural learning process is only now being recognized (Boice and Thomas, 1989; Tierney, 1988). 相似文献
9.
Shanyong Wang Haotian Yu Xianfeng Hu Jun Li 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1657-1673
The advancement of technology, especially the development and application of artificial intelligence, has deeply affected the education sector and brought opportunities for pedagogical adaptation. Intelligent tutoring systems, a major application of artificial intelligence in education, have drawn extensive concerns. However, in reality, the penetration rate of intelligent tutoring systems and the enthusiasm of faculty to use are still relatively low. This research examined the determinants of the willingness of faculty to use intelligent tutoring systems. Innovation diffusion theory was the theoretical basis of this research and it was adapted by incorporating perceived trust and experience. To gather data, a cross-sectional questionnaire survey was performed and structural equation modeling was employed to analyze the data. The findings indicated that relative advantage, compatibility, perceived trust and experience are the contributing determinants of the willingness of faculty to use intelligent tutoring systems, while complexity has no significant effect. Meanwhile, complexity is significantly negatively affected by experience and compatibility. Relative advantage is significantly positively affected by perceived trust but not by complexity. Based on the research findings, relevant recommendations for encouraging faculty to use intelligent tutoring systems were proposed. 相似文献
10.
陈历 《集美大学学报(教育科学版》2012,13(3):40-44
校本文化是高校德育生命力的新增长点。它体现了高校德育的特色和个性,符合学生的思想实际,更能够引起心灵上的悦纳。校本文化需要在传承中谋发展,在创新中求特色。通过建设文化景观,营造"嘉庚精神"的浓郁氛围;开设校本课程,领略"嘉庚精神"的丰富内涵;开展实践活动,搭建"嘉庚精神"的传承平台,从精神、物质和实践三个层面对校本文化建设进行有益探索。 相似文献
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Kamal Ahmed Soomro Sajid Yousuf Zai Iftikhar Hussain Jafri 《Educational Media International》2013,50(4):284-295
Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching–learning processes in higher education of such countries. This survey study was aimed to examine the competence and practices of higher education faculty in Pakistan with Web 2.0 technologies such as blogs, Wikis, Google Docs, Skype, Flickr, YouTube, and social networks. The study was also focused to look for what type of role faculty play while using these tools; and to find whether any significant differences in terms of age, gender, or academic discipline exist in competence and usage of these tools by the faculty. The data were collected from a sample of 246 university teachers in the spring 2014 semester. The findings of the study indicated that faculty participants reported to use Web 2.0 social tools more frequently than instrumental tools. Similarly, their competence with social tools was higher than their competence with instrumental tools. Additional results indicated that their competence with Web2.0 tools significantly differed with respect to their age, gender, and academic disciplines. 相似文献
13.
Sally L. Grapin 《Journal of educational and psychological consultation》2017,27(2):173-202
Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement and relevant field-based experiences. However, relatively little literature has described how faculty can pursue comprehensive change in their graduate programs to move training toward a social justice orientation. The purpose of this article is to describe how principles of organizational consultation can be applied to cultivate a program-wide emphasis on social justice issues in school psychology training. In particular, this article reviews relevant literature on social justice education and describes an adapted 5-stage model of organizational consultation for coordinating cohesive program change. Specific recommendations for implementing high-quality social justice training are provided, and directions for future research are discussed. 相似文献
14.
Jessica L. Jonson Robert J. ThompsonJr. Timothy C. Guetterman Nancy Mitchell 《Innovative Higher Education》2017,42(1):33-47
Increasing the use of learning outcome assessments to inform educational decisions is a major challenge in higher education. For this study we used a sense-making theoretical perspective to guide an analysis of the relationship of information characteristics and faculty assessment knowledge and beliefs with the use of general education assessment information at three research institutions with similar organizational contexts. Study findings indicate that the likelihood of using assessment information increases when assessment evidence is action oriented and viewed as of high quality and when faculty members are knowledgeable, have positive dispositions toward assessment, and have a perception of institutional support for engagement in assessment activities. 相似文献
15.
Higher education institutions have faced increased social, cultural, economic, and political challenges in recent decades. In this study we used the socio-cultural construct of trust to understand how organizational responses to external challenges impact the relationship between faculty members and administrators. Using extensive interviews, observations, and document analysis from a small, private college, we considered how intentionality, a safe campus climate, expertise, participatory governance, and transparency impact stakeholders’ perceptions of organizational trust. 相似文献
16.
Marie Magnell Lars Geschwind Anette Kolmos 《European Journal of Engineering Education》2017,42(6):1038-1047
The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia. 相似文献
17.
Lisa R. Lattuca Patrick T. Terenzini Betty J. Harper Alex C. Yin 《Research in higher education》2010,51(1):21-39
Studies of change in colleges and universities often consider faculty support a key influence on the success of academic reform
efforts. Scholars, however, have given relatively little attention to the role of disciplinary environments (e.g., culture,
values, and habits of mind) on educational innovation and change. Using data from 1,272 faculty members in 203 engineering
programs on 39 campuses, this study examined whether engineering faculty from different academic environments (defined by
Holland’s typology) vary in their responses to changing curricular and pedagogical requirements. Findings suggest that the
broad disciplinary groupings often used in higher education research fail to capture the subtleties of within-field variations
in faculty values, customs, and dispositions relating to curricular and pedagogical change and provide moderate support for
using Holland’s theory for studying organizational change. 相似文献
18.
作为澳大利亚高等教育的重要组成部分,澳大利亚TAFE一直在寻求教育质量提升的有效途径,在教师发展方面进行了许多尝试,形成了自己的特色。本文以笔者赴澳培训掌握的一手资料为基础,以澳大利亚TAFE新南威尔士州悉尼学院为案例,对TAFE教师发展的实践现状进行梳理和分析,总结出TAFE以教学发展、个人发展和组织发展为内涵且三位一体的教师发展实践模式。 相似文献
19.
Dr. James W. Hall Ph.D. 《Innovative Higher Education》1977,1(2):99-110
The history of higher education belies the common assumption that educational institutions are static and that faculty oppose change. Many faculty do, however, resist innovation, a resistance based not in reactionism but in a basic concern that innovators are losing sight of the centrality of the faculty role in education. That concern, although understandable, has no basis in fact, as a review of current alternative models makes clear. Indeed, one can postulate that no alternative model that avoids or minimizes the impress of the faculty can expect to meet the requirements for effective learning. Developments of the 1970s should be seen as attempts to restore earlier values of teaching and learning while responding in a new social context to a highly diverse, mass student body. The implications of this assumption bode extremely well for the future.This paper is adapted from a speech presented before the assembly of the Cooperative Assessment of Experiential Learning (CAEL), Denver, May 9, 1976. 相似文献
20.
Kishi R McElmurry B Vonderheid S Altfeld S McFarlin B Tashiro J 《The Journal of perinatal education》2011,20(1):14-27
The questionnaire used for the U.S. Listening to Mothers II survey was translated and culturally adapted to measure Japanese women's experience during the period of pregnancy planning through early postpartum. Methods included expert panels and two phases of cognitive interviews with 20 postpartum Japanese adult women. The number of problems with the translated questionnaire effectively decreased in the iterative process. Most problems were found in the question-interpretation stage of cognitive processing, such as wording/tone. Culture-specific concepts and unclear items were adapted to prevent erroneous interpretations in future studies. The future use of this questionnaire to generate data sets will be useful for professionals interested in developing evidence-based practices. The knowledge from this study can be helpful in improving health-care services and education for women with diverse languages and cultural backgrounds. 相似文献