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1.
Kathryn S. Hoff 《Higher Education》1999,38(3):311-331
As the leaders of today's higher educational institutions create and enhance their vision to meet the needs of the changing student population into the twenty-first century, the skills and attributes required are also changing. This article provides an overview of those skills and attributes viewed as valuable in this changing environment, such as encouraging reflective backtalk and the ability to see the long view; the roles (e.g., figurehead, leader, and liaison) and relationships (both internal and external to the institution) in which the leaders are engaged; governance and organizational structures of colleges and universities (particularly in the United States); the culture, values, and vision of these institutions; and strategic planning and financial management processes required. It is imperative that the leaders and managers of our higher educational institutions embrace all their roles, share responsibility with formal and informal leaders from faculty and staff groups, and recognize and embrace change. 相似文献
2.
The current reform movement in higher education involves efforts to alter the missions of universities and the forms of scholarship necessq to accomplish these missions. The authors explore the changing contexts in the professoriate based on this redefinition of scholarship and cite the impact of changes on faculty roles and responsibilities, faculty socialization, and faculty evaluation. They indicate that the current reform movement will lead to significant changes in the way faculty work Department faculty will be given the autonomy to determine the mission of the department, the kinds of scholarship needed to fulfill that mission, and how to evaluate scholarship in their discipline. Formalized, structured socialization processes will be needed to provide consistent formal and informal messages to faculty regarding their changing roles and responsibilities, especially since individual faculty may have very different roles and responsibilities. Faculty will work in interdisciplinary, collaborative groups to bring together the knowledge bases needed to solve current societal problems. 相似文献
3.
Gender Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions 总被引：1，自引：0，他引：1
Yonghong Jade Xu 《Research in higher education》2008,49(7):607-624
This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by
comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that
the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood
to change positions within academia. The indications are that women and men are equally committed to their academic careers
in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support,
advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more
convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership,
rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed
in order to attract more women scientists and narrow the current gender gap. 相似文献
4.
This article is based on data from two qualitative studies that examined the experiences of 93 tenure-line faculty members who are also mothers and fathers. Using gender schemas and ideal worker norms as a guide, we examined the pressures that professors experience amid unrealistic expectations in their work and home lives. Women participants reported performing a disproportionate amount of care in the home while simultaneously feeling unable to take advantage of family-friendly policies. In contrast, men acknowledged that, although their partners performed more care in the home, they felt penalized for wanting to be involved parents. 相似文献
5.
6.
Afsaneh Sharif Ashley Welsh Jason Myers Brian Wilson Judy Chan Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271
This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them. 相似文献
7.
Miles Wisenthal 《College Teaching》2013,61(1):30-32
One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest. 相似文献
8.
Through organizational case studies conducted at Guangdong University of Foreign Studies in China and Central European University in Hungary, this paper examines academic culture and citizenship in societies transitioning from communist to market-driven social and economic structures. The article presents a new model of citizenship, representing types of citizenship along the dimensions of locally informed to globally informed and individualist to collectivist. Implications emphasize the hybridization of academic culture and a reinterpretation of cosmopolitan professional identity in faculty life, expanding the concept from Gouldner’s focus on disciplinary loyalty to commitments in a global sphere. 相似文献
9.
Janet H. Chrispeels Kathleen J. Martin 《School Effectiveness & School Improvement》2013,24(3):327-365
A shift in educational policy and practice is to involve teachers in school reform. Many reform programs require school leadership teams for involving teachers, yet few studies have examined how teachers take up such new roles and responsibilities. Using the dual conceptual lenses of open-systems and micropolitics, we investigate how four middle school teams engaged with their colleagues to construct an identity, assume leadership roles, and situate themselves in their schools. We argue that the influence of training enabled teams to assume four roles: communicators, staff developers, problem-solvers, and leaders of change. The findings suggest that teams and educational leaders need to recognize the influence that existing organizational structures have on teams and the actions they are able to take. The results also indicate that knowledge of the organizational structure as well as micropolitical dynamics can serve as leverage points for constructing their roles and initiating change. 相似文献
10.
Don Haviland 《Community College Journal of Research & Practice》2013,37(9):755-765
This article illustrates how organizational theory can be used to support the development of authentic assessment practice among community college faculty, as well as guide research on implementation of assessment efforts. While many factors make implementing assessment difficult, the link between accreditation and assessment is a key element in distancing the practice from faculty. This dynamic arises not from the actions of accreditation agencies per se, but from the accountability narrative that has come to dominate both assessment and accreditation, the corresponding perception that assessment is “done to” faculty rather than by them, and a reliance among institutional leaders to echo this message in an effort to get assessment started. The result is implementation of assessment for compliance rather than meaningful program improvement. Understanding assessment as an innovation, and using organizational theory to guide implementation, may help community college leaders transcend this challenge and develop assessment practice that is more faculty-owned and meaningful. However, the current literature says little about how to use organizational theory to implement such assessment efforts. This article integrates Bolman and Deal’s (2008) framework on leadership and organizational change with actual examples of practice to illustrate how their model might be used to recapture the potential of assessment as well as guide research on effective implementation. 相似文献
11.
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
12.
Blane Després 《Peabody Journal of Education》2013,88(3):365-377
Public educator resistance to home education is not a definitive or deliberate offense but part of the culture of teaching, schooling, and the grand culture in which schooling functions. Such resistance, especially at higher bureaucratic levels, stems from a faith stance that might very well be misinformed, misguided, and perhaps even blindly biased. A reading of the roles of teachers and resistance to change from a systems thinking framework informs this work. The main purpose of this article is to present findings from a review of the literature in an effort to expose the critical factors that might inhibit home education growth, acceptance—especially by educators—and greater inclusion as a mainstream education practice. Systemic thinking application in combination with the topic of home education offers multiple strands of understanding home education, systems thinking, and resistance. This article furthers the discussion on home education and prompts educators and researchers alike to reconsider home education and educator roles for the 21st century not as utilitarian functions for local and global economies but as coworkers toward a perceived common goal for children. 相似文献
13.
Elizabeth A. McDaniel B. Dell Felder Linda Gordon Mary Ellen Hrutka Stephanie Quinn 《Innovative Higher Education》2000,25(2):143-157
Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise. 相似文献
14.
Nurturing Careers in Psychology: Combining Work and Family 总被引：3，自引：3，他引：0
Diane F. Halpern 《Educational Psychology Review》2008,20(1):57-64
The academic workplace, with its requirements for achieving tenure within the first 6 years of employment, is designed in
ways that discriminate against young faculty with family care responsibilities, most notably mothers. Mason and Goulden (Academe, http://www.aaup.org/publications/Academe/2002/02nd/02ndmas.htm, 2002, Academe, http://www.aaup.org/publications/Academe/2004/04nd/04ndmaso.htm, 2004) found that women faculty who have babies within the
first 5 years following the receipt of their doctorate are less likely to earn tenure than women without babies or men in
general. Women at research-intensive universities are twice as likely as their male colleagues to report that they had fewer
children than they wanted. In addition, only one-third of women who begin their academic career at research-intensive institutions
without children will become a mother. These inequities, sometimes called the “baby gap” or “motherhood penalty” make academic
institutions difficult places for new faculty with family care responsibilities. Suggestions are provided to assist new faculty
in successfully combining their work and family roles (e.g., establish gender equity in parenting and negotiate for family-friendly
policies) and to senior faculty and administrators who want to nurture the careers of their younger colleagues (e.g., support
the use of family-friendly policies on campus). 相似文献
15.
Bob Garvey 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):41-54
This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis was used to examine mentoring as an antecedent of organizational socialization by comparing senior mentored faculty to senior non‐mentored faculty, junior formally mentored faculty to junior faculty with more informal types of mentoring, male to female faculty, and majority to non‐majority faculty. Results indicated that senior mentored faculty had higher mean scores than senior non‐mentored faculty on two of the six organizational socialization subscales. However, organizational socialization differences were not significant for other comparisons. The findings regarding mentoring are discussed within the context of diversity and suggestions for future research are provided. 相似文献
16.
Carolyn Vander Schee 《British Journal of Sociology of Education》2009,30(4):407-419
By drawing on interviews with administrators, faculty and staff at one school in the northeastern United States, this qualitative work considers the ways in which school leaders negotiate, resist or draw upon discourses associated with health, weight, nutrition and fitness to understand and experience their own bodies and interpret their roles and responsibilities at the school. Analysis of the narratives suggest that school leaders saw themselves as public examples from which students might resist and/or mimic (ill‐)health. Further, school leaders believed that it was only through their active engagement in and display of health that they were able to effectively evangelize their commitment to the social project of self. Thus, while schools could provide an important venue for young people to experience diverse notions of health and well‐being, without a school leader’s knowledge of or commit to exploring these alternatives, this outcome is unlikely. 相似文献
17.
In secondary schools, subjects dominate teaching and also the organizational structures. Typically, subject department heads perform a middle-management role in secondary schools and often this role is taken-for-granted and unquestioned. In this article, we examine the impact on secondary school culture and the resulting changes to practice when the department middle-management structure and roles are open to revision. We investigate the experiences of two schools that are part of a longitudinal study on reculturing and restructuring in all secondary schools in one school district in Ontario, Canada. Our research indicates that structural change initiated by school level participants is a prerequisite to real change and that structural changes preceded cultural changes. However, it is the process of creating the new structures that is the key consideration as mandating an alternative might not be facilitative of cultural change. The primary research question guiding this article is: what impact does involvement in restructuring a middle-management organizational model have on the culture of a school and the change process experienced by staff members? 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.
Individuals' perceptions of the culture and climate of the organizations in which they work influence their motivation and individual performance. Using a theoretical model of institutional culture, organizational climate, and faculty motivation, this study examines how faculty and academic administrators differ in their perceptions; whether these differences in perceptions are affected by institutional type; and to what extent faculty and administrators have different implicit models of their institutions (i.e., see different organizational variables as predictors of faculty motivation and involvement). The goals of this investigation are to shed additional light on the relationship between institutional variables and faculty performance, to examine the existence of differing implicit models, and to provide new insights for administrators in managing their postsecondary institutions.The research reported in this paper is part of the Research Program on The Organizational Context for Teaching and Learning in the National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL). The research is supported by a grant from the Office of Educational Research and Improvement (OERI), U.S. Department of Education (ED), to the University of Michigan (grant number G008690010). The opinions expressed herein are those of the authors and do not necessarily reflect the position or policy of the OERI/ED or the Regents of The University of Michigan, and no official endorsement should be inferred. 相似文献
20.
AbstractThe theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. 相似文献