共查询到20条相似文献，搜索用时 640 毫秒
1.
Michael G McVey 《The American journal of distance education》2013,27(4):230-244
ABSTRACTRecent statistics show faculty in higher education question the value and legitimacy of online education as a viable educational format and are, therefore, less accepting of online degrees. The focus of this study was on business faculty and online education through the theoretical framework of transformative learning. Specifically, tenured faculty members who were initially resistant to teaching online – changed their perspective – and came to value and teach online business curriculum. To examine this phenomenon, a survey was distributed to business faculty worldwide. Qualified responses were received from 206 survey participants. The findings suggest that while business faculty, including those tenured, are resistant to teaching online and prefer to teach in a face-to-face environment, a perspective change toward teaching online resulted after spending time reflecting on various factors considered key to a successful entry to online teaching. 相似文献
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George Tomlinson 《Journal of Further & Higher Education》2018,42(6):855-867
Over the past decade, the number of advertised tenure-track faculty positions in higher education institutions in the United States and abroad has steadily declined while the competition for these positions has become fierce. This situation has caused some scholars to seek perspectives into the factors that influence the tenure-track faculty selection process. This study investigates the elements that impact higher education graduate programme faculty searches. A total of 39 programme coordinators, department heads and deans who had previously participated in higher education programme searches were surveyed to explore their experiences and perceptions regarding the selection process. The findings indicate that the search committee’s faculty votes within the higher education hiring programme are more influential in selection decisions than the votes of either a programme chair or dean. Additionally, participants identified a candidate’s academic accomplishments, interview performance and presentation skills as the determining characteristics influencing their selection. These findings provide useful information to tenure-track job seekers who seek faculty positions at higher education graduate programmes in the United States and around the world. 相似文献
3.
Higher education and women’s empowerment in Pakistan 总被引：1，自引：1，他引：0
This paper summarises the findings of a 2005 doctoral study by Malik which explored to what extent participation in higher education offers empowerment to women in Pakistan. A survey instrument was used to question female faculty members and female students from 10 public universities in Pakistan; 1290 students and 290 faculty members responded. Subsequently, semi‐structured interviews were held with 10 faculty members and 10 students. Respondents highlighted economic independence and an increased standing within family and society as the main benefits of higher education participation. A major finding is that participation in higher education enables women to impact on a number of discriminatory practices simultaneously and thereby effect change for the better. The main recommendation is that future educational strategies be developed with the aim of further promoting gender equality in all areas of education in Pakistan, but particularly with the aim of increasing female students’ participation in higher education. 相似文献
4.
Peter A. Weldon Jevdet Rexhepi ChenWei Chang Lauren Jones Lucas Arribas Layton Amy Liu 《Compare》2011,41(1):5-24
In this study, faculty at institutions of higher education in Southern California were surveyed to determine the ways they interpret the effects of globalization dynamics upon their various teaching and research activities. Faculty in the state’s three higher education tiers spoke positively about the intellectual benefits to be gained by exposure to different worldviews made possible by an increasingly diverse faculty and student body. Divisions were noted among the different tiers, however, with respect to their disparate levels of engagement with the private sector. The private sector was seen as having a negative impact upon the public sector’s research agenda while simultaneously being embraced by faculty at the community colleges. Faculty at the research institutions were typically critical of the overarching neoliberal paradigm and spoke in political terms about the ways this largely economic‐efficiency model was reorienting their teaching and research roles. 相似文献
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Reviewed by Trudy H. Bers 《Community College Journal of Research & Practice》2013,37(7):579-582
Scholarship matters. It allows faculty to fulfill the responsibilities of their three academic citizenships--in their institutions, in their disciplines, and in higher education in general. Current standards for community college faculty scholarship, however, have excluded faculty from exercising academic citizenship outside of their institutions. The sector claim to a unique teaching mission has been used to exempt or exclude community college faculty from the scholarly obligations and responsibilities understood elsewhere in higher education. The absence of generally accepted norms for scholarly production and validation at most community colleges continues to set them apart from other institutions, including those also serving non-traditional open admissions students. By discouraging externally validated scholarship, community colleges deny their faculty an appropriate voice in higher education and deny the rest of higher education the important voice of community college faculty. By encouraging scholarship that meets the tests of external scrutiny, community colleges can provide their faculty with legitimate higher education citizenship beyond the institution. 相似文献
7.
In order to co-create teaching and learning for enhanced student engagement, faculty–student partnership in higher education is emerging as a distinguished practice in the West especially for undergraduates. However, little is known about the impact of such practices in the East. This article reports the benefits of a term long collaboration between the faculty and students in designing and delivering classroom instructions through the experiences of faculty–student partnership of post graduate students. The findings indicate that while students had positive experiences, they were also distinct in a number of ways when compared with the experiences of students in the West. Students also provided insightful information on the mechanism of navigating through their newly assigned roles of partnership with their faculty. The implications are discussed for higher education practitioners and recommendations are provided for further investigation to achieve better understanding of this practice. 相似文献
8.
The purposes of this study are to add to the existing knowledge base on research self-efficacy beliefs of faculty members and their influence on research productivity, and to inform higher education administrators about the relationship between research self-efficacy beliefs and research productivity. A theoretical framework of social cognitive theory underpins the study in which 109 faculty members completed the Research Self-Efficacy Inventory and Research Productivity Index. Quantitative analysis indicated that there is a significant but small correlation between research self-efficacy and productivity. 相似文献
9.
Paul D. Umbach 《Research in higher education》2006,47(3):317-345
Using data from a national study of 13,499 faculty at 134 colleges and universities, this study explores the impact of faculty
of color on undergraduate education. This study finds compelling evidence to suggest that faculty of color do provide an important
contribution to undergraduate education in two ways. First, faculty of color employ a broader range of pedagogical techniques
and interact more frequently with students than their White counterparts. Second, greater structural diversity among faculty
leads to an increased use of effective educational practices. 相似文献
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高等教育面临着一系列的新挑战,新的变革对大学教师的传统价值观产生了冲击。如何在各种冲突之中保持大学教师的活力和创造力,是高等教育发展的关键所在。文章旨在通过利用动机理论,对在新的环境中如何对大学教师进行管理提出建设性的思路。 相似文献
12.
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.
María José Fernández Díaz Rafael Carballo Santaolalla Arturo Galán González 《Higher Education》2010,60(1):101-118
The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability,
compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known
as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education
in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other
European countries into European higher education more generally entails these challenges. In order for necessary changes
in faculty development and training to take place, university managers and policy makers must account for designing training
plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes
in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense
de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education
in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA,
the investigators sought to understand the importance that faculty members place upon professional development and how current
approaches to professional development at the university level could be improved. The results indicate a degree of ignorance
regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While
many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses
also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies
into their work in higher education. 相似文献
14.
Faculty Organizational Commitment and Citizenship 总被引：1，自引：0，他引：1
Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment
(OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of
survey data collected from a state system of higher education suggest that job characteristics, exchanges and social learning
are associated with faculty members’ OC. For instance, opportunities for advancement and research support, as well as responsiveness
of administrators to faculty, contributed to the likelihood that faculty would accept a position at their institution again
if given the chance. Commitment, however, did not significantly affect time spent on institutional service. Two job characteristics—time
spent on research and time spent on teaching—were negatively associated with this behavior. 相似文献
15.
The Faculty Development Portfolio: A Framework for Documenting the Professional Development of Faculty Developers 总被引：1，自引：0，他引：1
Christine A. Stanley 《Innovative Higher Education》2001,26(1):23-36
Portfolios are used for a variety of purposes in higher education. Two such purposes are the documentation of one's professional development for others and the improvement of one's own performance over time. This article discusses the concept of the faculty development portfolio and, in doing so, outlines the work of faculty development professionals. It also identifies characteristics of effective faculty development professionals and defines the steps involved in creating a faculty development portfolio. These steps include how to conceptualize, gather, and present evidence of items that can be used as a framework for faculty developers to consider when documenting their professional development for summative and formative purposes. 相似文献
16.
This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations. 相似文献
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Sahail Asassfeh Hana’ Al-Ebous Faisal Khwaileh Zohair Al-Zoubi 《Educational studies》2014,40(2):121-143
This study is the first to address student evaluation of faculty members (SFE) from a student perspective at a major Jordanian public university using a comprehensive (71-item) questionnaire administered to 620 undergraduates. Addressed are students’ perceptions of the SFE process in terms of: (a) their paper-based vs. online-format preferences; (b) their beliefs about the process; (c) the standards they adopt in the evaluation; (d) the fruitfulness of SFE outcomes; and (e) their opinions about the evaluation instruments currently used at their institutions. It also explores whether students’ beliefs vary according to their gender, GPA and college (Educational Sciences vs. Sciences). The results reveal that most students prefer online evaluation, adopt academic rather than interpersonal criteria in their evaluation, have a low level of satisfaction with the impact of previous evaluations on faculty teaching behaviours and the evaluation instruments used at their institution. Additionally, the findings suggest that gender has a less influential role in shaping students’ beliefs about the SFE process compared to their college or GPA. The findings of this study and their implications are very useful pointers for faculty and higher education administrators, faculty members and students towards further improvement at higher education institutions. 相似文献
19.
Jill M. Langen 《Assessment & Evaluation in Higher Education》2011,36(2):185-196
The role that part‐time faculty play in higher education is changing. No longer are part‐time faculty used on an occasional basis at a few institutions. These individuals now play a critical part in the delivery of higher education to students. This study was developed to answer questions regarding how the performance of adjunct faculty is evaluated. The researcher gathered data on what sources of information were used to evaluate adjunct faculty, and how this information was used by various administrators during evaluation and reappointment decisions. The underlying goal was to develop a better understanding of current evaluation practices so that higher education administrators can ensure that quality learning opportunities are available in the classroom. 相似文献
20.
《The Internet and Higher Education》2008,11(1):1-8
The purpose of this study was to examine how faculty technology literacy and technology training impact their pedagogy. This required an examination of how faculty technology literacy skills related to pedagogical practice (integrating technology into their pedagogy), while controlling for training. Respondents surveyed in this study consisted of faculty members in the US colleges of education among the fifteen peer institutions of the University of North Dakota. The results of the study showed significant correlations between technology literacy and pedagogical practice integration. The results also revealed that faculty technology training may be maximized for the integration of pedagogy by using the training strategy of small group faculty forums with a trainer. 相似文献