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1.
This study examines the changing and multifaceted roles and responsibilities of academic deans in Australian universities. A total of 195 deans from the population of 287 in Australia responded to the survey. Most were male, around 50 years old, married, with fewer than 5 years' experience as dean. One quarter of the sample had more than 5 years' experience as dean. About one third indicated a desire to move on to a higher academic position at the end of their contract with another third interested in returning to their previous academic duties. Deans indicated they are moderately satisfied with the clarity of their role, but more dissatisfied with the pace of work and their workload. The level of stress experienced by deans was moderate, although around 60% of stress in a dean's life arose from the job. Generally, experiences of role‐conflict and role‐ambiguity were consistent across the sample. The varied role of dean is examined in terms of its daily tasks, sources of stress, and leadership attributes and behaviours. The article also includes an analysis of comments provided by deans regarding their major work challenges, perceived effectiveness in dealing with these challenges, and observations on other issues of importance to their role. 相似文献
2.
Using the theory of reasoned action in combination with the Competing Values Framework of organizational leadership, our study examines how deans at Indonesian universities lead and manage their faculties. Based on a large-scale survey with responses from more than 200 Indonesian deans, the study empirically identifies a number of deanship styles: the Master, the Competitive Consultant, the Focused Team Captain, the Consensual Goal-Setter and the Informed Trust-Builder style. Further, the study investigates determinants of deans’ leadership styles, pointing at the important role of their attitudes towards leadership, while their perceived behavioural control only explains some of the styles. The study also suggests that faculty culture is important to take into consideration if we want to gain further understanding of the deanship, since culture turned out to effect the deans’ attitudes and hence their leadership style. 相似文献
3.
In this paper we explore an approach to academic development that focuses on developing and using research as a means of understanding the complexity of teaching and learning within specific discipline environments. This approach shifts the attention of the academic developer from the enhancement of teaching using traditional methods such as workshops, formal courses, or in‐faculty curriculum and assessment advice, to encouraging and supporting participant research on learning and teaching, and disciplinary‐based research. Focusing on research development gives academics the opportunity to develop their teaching scholarship, prepare publishable work, and cultivate teaching and learning practices that are aligned with their specific discipline environments. We discuss the philosophy of this approach to the enhancement of academic work through the synergy between teaching and research. We illustrate our discussion with some recent examples in which we have used this approach successfully. 相似文献
4.
This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher
preparation programs' efforts to address racial diversity. The project was initiated during the 1990–91 academic year by interviewing
minority juniors and seniors (total of 24), selected faculty, and administrators (deans, associate deans, department chairs)
at two colleges of education as well as extensive document reviews. Intermittent follow-up interviews and document reviews
continued through the 1993–94 academic year. These minority students did not feel that their teacher preparation programs
had adequately prepared them to teach in racially diverse settings. Faculty and administrators agreed with the contention
of the students but also pointed to a few tangible efforts that had been initiated to rectify this problem. 相似文献
5.
Marietta Del Favero 《Research in higher education》2006,47(3):281-315
This study investigates Braxton and Hargens’ (1996, Variations among academic disciplines: Analytical frameworks and research.
Higher Education: Handbook of Theory and Research. Vol. XI, pp. 1–45) assertion of the profound and extensive effects of academic discipline as it might pertain to administrative
work. Academic deans in research and doctoral institutions nationwide were surveyed to investigate the relationship between
academic discipline and cognitive complexity in their administrative behavior. A bivariate regression showed that being from
an applied field was a significant predictor while the influence of consensus was not significant. Discipline effects waned
when other predictors were added, suggesting that when other factors are considered, the extent to which one is exposed to
their particular disciplinary paradigms becomes more important than mere affiliation with a discipline. Split sample analyses
demonstrated variable influence structures. Findings indicate that the effects of discipline cannot be discounted in framing
studies of administrators’ perceptions of their leadership context and the behavior which necessarily flows from those perceptions. 相似文献
6.
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
7.
Neal Strudler Keith Wetzel 《Educational technology research and development : ETR & D》1999,47(4):63-81
This study focused on efforts in four colleges of education deemed exemplary in their approaches to prepare preservice teachers to use technology. The study addressed one over-arching question: What are the important pieces of the puzzle that make up the current technology integration efforts at these exemplary sites? Data were gathered during the 1997–98 academic year. Findings suggest that there is a web of enabling factors that supports student learning opportunities and desired technology-related outcomes for preservice teachers. The informed leadership of deans and other administrative and faculty leaders appears to be especially critical to sustain and expand technology-integration efforts. Leadership issues, along with a wide range of other factors, are systematically examined across the four case studies. The authors conclude that while each of the four cases is unique, many of the recommended practices explored in this study would likely prove beneficial if employed in other settings. 相似文献
8.
Samuel I. Bellman 《College Teaching》2013,61(1):53-57
Using a sample of 751 undergraduate students and 85 of their faculty, the author examined the extent of faculty-student differences in their priorities placed on eight learning goals. The findings show that students placed significantly more importance on career preparation, scientific reasoning, personal development, and art and cultural appreciation and that faculty placed significantly more importance on critical thinking and mastery of discipline content. Students and their faculty did not differ significantly on the priorities they placed on basic academic skills, citizenship, and values. The implications of these findings are discussed in terms of curriculum development and an increasing belief that student development and learning are improved when curricula assess and incorporate students' goals and priorities. 相似文献
9.
THE ACADEMIC DEAN: An Imperiled Species Searching for Balance 总被引：1，自引：0，他引：1
Gmelch Walter H. Wolverton Mimi Wolverton Marvin L. Sarros James C. 《Research in higher education》1999,40(6):717-740
The academic deanship is the least studied andmost misunderstood position in the academy. The work ofadministration and the pursuit of scholarly endeavors donot make good bedfellows since deans' academic interests turn them firmly toward theirdepartments, but their leadership of the colleges andschools depends largely on directions from the provostand university. The resulting paradoxical situationcauses many academic leaders to burn out from thestrain of trying to be effective administrators, on theone hand, and attempting to protect the academicautonomy and independence of faculty on the other(Gmelch and Miskin, 1993, 1995). Many academic leaders,such as deans, end their administrative careers fatiguedand suffering from excessive levels of stress (Gmelchand Burns, 1994). The first phase of this study explores the sources of stress experienced bydeans in both Australia and the United States. 相似文献
10.
This study examines a college-teaching award that uses a scholarship of teaching model focusing on learning outcomes. Through questionnaires the researcher examined two groups’ perceptions: award recipients and academic leaders. Respondents described the award and indicated the perceived effect on faculty and programs. Both groups highlighted faculty incentive to innovate for promoting student learning, a strong impact on performance evaluation, and recognition of exceptional teaching. Respondents recommended better communicating the award’s rigor and learning focus to increase its impact. Recipients reported the award’s influence on continued innovation, engagement in teaching scholarship, and leadership opportunities. Over half have presented their work in peer-reviewed venues. 相似文献
11.
Located between senior management and academic staff, the role of the Associate Dean in universities appears to be growing in number, complexity and importance in recent years. A role arguably fraught with complexity, it remains largely undefined and under‐researched. While little is known about the role in general, less still is known about their leadership development experiences. This paper reports on a Leadership Foundation funded UK study to explore what training and role preparation Associate Deans have had. Data was collected from 15 interviews with Associate Deans from five different institutions and a follow‐up online survey of Associate Deans (n = 172) throughout England and Wales. The study found that 60 per cent of respondents had received little or no formal management training and that 24 per cent of those who had received training reported it to be only moderately useful or of little or no use. In contrast, however, the respondents identified the establishment of informal learning and support networks with other Associate Deans as being a vital source of support. The paper argues that an alternative model of management development, based on relational and social learning theories, might be a more appropriate way to help support this group of academic middle leaders. 相似文献
12.
周耀威 《宁波教育学院学报》2013,15(1):83-85,102
依靠源自学校内部的力量而进行的持久的学校革新,应该采取不同于以往的革新方式;促成教师基于角色转型和职业生活方式改变的专业力量的兴起,是决定学校变革成败的关键因素。教师领导这一新的角色被视为教师增权、促进变革和教师专业社群建设的必然选择。教师领导意味着教师要成为促进学生学业发展的领导者,要推动其他教师改进教育教学实践,促进学校内部领导群体的形成。教师领导的途径包括"参与"、"互动"和致力于生成"合作文化"。 相似文献
13.
Barnes Laura L. B. Bull Kay S. Campbell N. Jo Perry Katye M. 《Research in higher education》2001,42(4):455-467
Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented. 相似文献
14.
Al Smith 《Community College Journal of Research & Practice》2013,37(3):209-225
The staff development goals and activities of United States community colleges were studied. A total of 1,315 questionnaires were mailed to community college academic deans in the spring of 1979. Of the 687 colleges responding, 413 indicated that their college had an organized staff development program or set of activities, and another 241 colleges indicated no such program at this time. The results showed that the most frequently mentioned staff development goals of the 31 goals studied related to the improvement of the full‐time teaching faculty as opposed to part‐time faculty and other academic and non‐academic support personnel. Second, the most highly rated and used practices were travel and grants programs for faculty. Some of the least effective of 48 practices investigated were programs for the “faculty evaluation of college administrators” and “lighter than normal teaching loads for first‐year faculty.” It is recommended that colleges offer a variety of staff development programs for each of their staff development groups and that research be conducted to determine participant perceptions of the usefulness of various staff development practices. 相似文献
15.
Holding higher education personnel accountable for measurable outcomes is a relatively new phenomenon. Assessing the performance of administrators may well provide needed and appropriate information about the functioning of the university, but it may represent high stakes assessment for individuals; that is, measures of administrative effectiveness may be tied to promotion, salary augmentation, contract renewal, or dismissal. Little previous research exists, however, on the assessment of administrators' performance in higher education (Gmelch et al., in press; Seldin, 1988). We develop an evaluation model for assessing and monitoring the effectiveness of academic deans and directors, using generalizability theory (i.e., an approach that focuses on identifying multiple sources of error in performance assessment) as a basis for developing more accurate assessment procedures. We illustrate this approach using faculty and staff assessments of their deans' leadership effectiveness. We also provide guidelines for improving the quality of assessments by adjusting various aspects of the evaluation model. 相似文献
16.
Hal A. Lawson 《Quest (Human Kinetics)》2013,65(2):219-243
The core curriculum accompanied the development of the academic discipline with multiple names such as Kinesiology, Exercise and Sport Science, and Health and Human Performance. It provides commonalties for undergraduate majors. It is timely to renew this curriculum. Renewal involves strategic reappraisals. It may stimulate change or reaffirm the status quo. Renewal of the core curriculum might include a retrospective analysis of conflicts and differences accompanying the academic discipline's development. These conflicts and differences remain salient today. They invite unified frameworks in substitution for the oft-divisive concepts of discipline and profession. The core curriculum can be linked to faculty identities, interests, and careers. Consequently, the preparation, career aspirations, and knowledge orientations of faculty merit consideration in the renewal process. Other renewal priorities include the curriculum's theory of learning as well as research on its outcomes and impacts. 相似文献
17.
Allen D. Glenn 《Technology, Pedagogy and Education》2013,22(3):273-288
Abstract Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts 相似文献
18.
Thomas F. Nelson Laird Rick Shoup George D. Kuh Michael J. Schwarz 《Research in higher education》2008,49(6):469-494
“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection.
Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members
emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect
of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships
between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty
members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to
their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more
frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college,
and that the strength of these relationships is relatively consistent across disciplinary categories. 相似文献
19.
Espoused teaching paradigms of college faculty 总被引：3，自引：0，他引：3
Ellen R. Singer 《Research in higher education》1996,37(6):659-679
The purpose of this research was to ascertain the impact of an array of variables on the espoused teaching paradigms and instructional behaviors of college faculty. The study, which was exploratory and speculative, alternately analyzed espoused teaching paradigms as independent and dependent variables. Analyses were based on data collected from a large national sample of college faculty (N = 443) spread across 163 colleges and universities and compared across four academic disciplines (English, biology, mathematics, and psychology). The results of the inquiry demonstrated gender, academic discipline, and some contextual variables to be the most significant predictors of faculty teaching paradigms. Furthermore, manifestations of teaching paradigms were explicitly reflected in the frequencies of instructional behaviors reported by the faculty surveyed. It was concluded that contingency theories of leadership offer a framework that facilitates a multivariate analysis of teaching-learning.The author was a doctoral candidate at Peabody College, Vanderbilt University at the time this research was conducted. 相似文献
20.
Sharon Parry 《高等教育研究与发展》1989,8(2):147-159
Concerns that students increasingly come to tertiary studies ill‐prepared for academic pursuit in the disciplines have generated a broad range of supplementary tuition in Australian Universities during the past decade. Many researchers and tertiary teachers have from experience realized that tertiary learning skills are very much context‐, or discipline‐specific. This paper is concerned with making context‐specific expectations known to students through a process of ‘showing how’, rather than ‘telling what’. Two highly specialized teaching structures were used to generate appropriate questions for students, thereby providing parameters for their search and research and ultimately, their writing in the discipline. 相似文献