共查询到20条相似文献，搜索用时 15 毫秒
1.
A total of 103 academic department heads in four universities rated a set of 15 administrative activities as to their importance. Faculty members in these departments (totalN=1,333) used the same set of activities to rate both the importance they should be given by the department head and the effectiveness with which the head performed each set during the previous 12 months. Tests of reliability revealed that faculty ratings of both importance and performance were made with reasonable internal consistency. Three tests of construct validity showed that each of the three types of ratings were made with at least minimal validity. A principal components analysis of faculty ratings of performance suggested that the department head has three major types of responsibility: personnel management; departmental planning and development; and building the department's reputation. 相似文献
2.
A. Winteler 《Higher Education》1981,10(1):25-35
This study reviews the literature on academic environments with particular reference to the academic department which is seen as the most important factor in the teaching and learning environment. Departmental environment characteristics as identified by faculty and by students are described. For students the most important are:- Student-Faculty Relationships; Interest and Engagement in Teaching; and Satisfaction with Instruction. Differences between teaching and between learning environments are explained, especially differences between social science and natural science departments. These differences reflect the interaction between discipline, personal styles of faculty and students, and faculty-student relationships. Student academic satisfaction seems to be heavily dependent upon the relationships between students and faculty. Student achievement in relation to students' perception of the academic department seems to be dependent on the degree of their adaptation to the department. The studies reviewed clearly show that there are differences between departments. They also show that these differences may be explained not only by differences with regard to the characteristics of the academic discipline concerned, but also by differences concerning student-faculty relationships, faculty interest in students and teaching and the interaction between these factors. Teacher and student satisfaction and student achievement are affected by these variables. 相似文献
3.
In spite of the hundreds of studies done on teacher evaluation by student ratings, there are still several major controversial issues of how to construct evaluation instruments that best serve their purpose. The present study contributes to one of the ongoing debates of recent years that addresses the number of teaching dimensions to be considered in decision making, namely, whether to use a single score or multiple scores for teacher evaluation. The study demonstrates using a short form on which the global score overall teaching performance can almost perfectly predict the mean of all teacher-attribute items. The questionnaire used in this study was administered eight times—twice a semester for two years—for all faculty members and TAs in the departments of physics and chemistry at Tel Aviv University. The composition of teacher attribute items was different for the faculty members and TAs, reflecting their different teaching functions—lectures versus recitation problem solving. Results show that while for the faculty the global score can simply replace the mean of all instructor-attribute items and serve as a single score that faithfully represents all dimensions of teacher ratings, for the TAs, a linear transformation is needed. 相似文献
4.
Richard L. Peterson Mark L. Berenson Ram B. Misra David J. Radosevich 《Decision Sciences Journal of Innovative Education》2008,6(2):375-402
Student faculty ratings are used at most institutions of higher learning for three important reasons. First, the ratings provide direct feedback to the faculty, and this enables faculty to adjust their teaching styles. Second, the ratings provide the administration with information intended to assist in guiding and mentoring faculty toward more effective pedagogical performance in the classroom. Third, the ratings also provide the administration with information to be used in the reappointment, tenure, and promotion processes, as well as for assignment of salary range adjustments and teaching awards. To be of real value, however, all of this is predicated on the use of a valid and reliable faculty‐rating instrument along with a system designed to provide both the faculty and the administration with norming reports that allow for appropriate comparisons of ratings. This article reports such a study conducted within a large department of a business school and recommends that the process used be adapted by other business school departments and other academic units across the university and at other universities to ensure a more universally appropriate usage of students’ ratings. 相似文献
5.
6.
Leonard L. Baird 《Research in higher education》1986,25(3):211-225
The correlates of average departmental annual research journal publication rates of faculty were examined in three disciplines: chemistry, history, and psychology. Variables studied included factual information about each department, faculty perceptions and ratings, and graduate students' perceptions and ratings. Content included academic programs, specific policies and practices, characteristics of students, faculty, facilities, etc., as well as the quality of teaching and human relations in the departments. Although the common results indicated the importance of able faculty and students, a strong emphasis on research and the provision of time and funds for faculty to pursue research, there were discipline-specific patterns of results. In chemistry the pattern of productive departments suggested large research laboratories, in history a scholarly apprenticeship approach, and in psychology an emphasis on research over practice. Discipline specific studies may be the best approach to understanding research productivity. 相似文献
7.
Dr. R. Danforth Ross 《Research in higher education》1977,6(2):97-123
Research on 115 colleges and universities is used to test hypotheses about the relationships between organizational characteristics—including size, horizontal and vertical differentiation, complexity, and the qualifications of the faculty—and decentralization of authority in four issue areas: the creation of new departments, appointment of deans, faculty salary raises, and leaves of absence for faculty members. Little support is found for the hypotheses. We suggest, however, that a general pressures/risks model of decentralization can explain many of the empirical findings and that institutional tradition and history may be a major determinant of decentralization in some areas. 相似文献
8.
University instructors' ratings profiles: Stability over time,and disciplinary differences 总被引：3，自引：1，他引：3
Nira Hativa 《Research in higher education》1996,37(3):241-265
This study investigated university instructors' teaching profiles (rank order of teaching behaviors) as they emerge from student ratings. The data consisted of student ratings of all faculty members in the physics and chemistry departments at Tel Aviv University, with no exception, who taught the same undergraduate course over two consecutive years. The ratings of these instructors were taken twice a semester (at mid- and end of semester), during the two academic years of the study, using a short rating instrument. A (4 × 5) × 2 ANOVA was conducted, with time of measurement and item serving as repeated measures, and department as a grouping factor. The same procedure was used for identifying differences between pairs of measurements for each item. These pairs compared the corresponding measures of the first year versus the second year, and separately those of mid-semester versus the end of semester. Findings indicate a very high degree of stability of instructors' profiles across time of measurement and activities to improve instructor performance on weak points; no clear-cut improvement from mid- to end-of-semester ratings except for teachers who undertake special improvement activities; and differences in teaching profiles for the two academic departments. 相似文献
9.
John P. Murray 《Innovative Higher Education》1995,19(3):163-175
Any attempt to alter the culture of higher education needs to start at the departmental level. Teaching portfolios provide a promising means to empower the department that wants to value teaching and learning. Portfolios provide faculty and chairs with the means to recognize good teaching while still promoting the values of the discipline. On the one hand, the appeal of teaching portfolios rests with the ability of faculty and their departments to recognize both disciplinary and local idiosyncrasies. On the other hand, portfolios provide prominence to what is common across disciplines — teaching and learning.John P. Murray is Associate Dean of Curriculum and Instruction at Genesee Community College in Batavia, New York. Dr. Murray holds a BA from SUNY Potsdam, a MA from Arizona State University, and a Ph.D. from Ohio State University. His current research interests include how administrators can improve teaching and the roles of department chairpersons. 相似文献
10.
Linda Tuggles Coats 《Community College Journal of Research & Practice》2013,37(10):773-783
The purpose of this study was to explore the relationship between department/division chairpersons' interpersonal behavior and their perceived leadership effectiveness. The Departmental Evaluation of Chairperson Activities for Development (DECAD) system was used to determine the department chairpersons' administrative effectiveness. Element B, developed by Will Schutz, was used to assess the chairpersons' interpersonal behavioral characteristics. The participants were department/division chairpersons and full-time faculty members from 15 of the 17 public and private community colleges in a southern state. Survey packets were mailed to faculty members and department/ division chairpersons in the humanities and social sciences divisions. Sixty-seven percent of the faculty responded and 93% of the chairpersons responded. Statistical analyses revealed significant differences in the dependent variables of received inclusion, perceived inclusion, and wanted inclusion interpersonal behaviors between the ineffective and effective chairs. These findings suggest that effective department chairpersons possess a need to maintain and establish interaction with others. Also, effective chairpersons were perceived to be, and want to be, included by others. 相似文献
11.
Angelos L. Protopapas 《Higher Education》1999,37(3):295-322
Survey data collected by the Ministry of Education for the academic year 1993–94 from all university departments in Greece are organized in a database and analyzed by scientific area. Conclusions are drawn on the composition of student and faculty body, student to faculty ratios, women representation, postgraduate programs and research activities, tenure percentages, and the similarities and differences among disciplines. 相似文献
12.
讨论了目前主要的一些数据加密算法、DES算法及高级加密标准(AES)的Rijndael算法。比较了DES、AES对称密码算法,得出AES具有比DES更好的安全性、效率、灵活性的结论。 相似文献
13.
Lawrence J. Stricker 《Research in higher education》1994,35(5):569-587
The aim of this study was to delineate departmental differences in the length of time that doctoral students take to receive
their degrees and the institutional characteristics linked with it. Variables describing graduate departments in three disciplines
(chemistry, English, and psychology) and their parent universities were obtained from available records. In analyses of departments
in each discipline, a relatively small set of institutional variables correlated with average time to the doctorate for the
department, after controlling for characteristics of students in the department, and these relationships differed from discipline
to discipline. The clearest and most extensive findings emerged for psychology: the institutional variables identified primarily
concerned faculty accessibility (student/faculty ratio and department size)—a longer time to the doctorate for departments
with many students per faculty member or many students. 相似文献
14.
Quality of graduate department origin for faculty and its relationship to the asking of undergraudate course examination questions requiring analysis or synthesis of course content was this study's focus. Findings indicated a tendency for faculty holding advanced degrees from higher quality graduate departments to ask more synthesis questions than their counterparts trained at lower quality departments. Implication for faculty selection are drawn from this study's findings. 相似文献
15.
James S. Fairweather 《Research in higher education》1988,28(4):345-355
The National Academy of Sciences (NAS) reputational ratings of faculty often are used as indices of program quality. The underlying assumption is that these ratings are functions ofprogram-related characteristics, particularly faculty accomplishments. Consistent with this viewpoint, King and Wolfle (1987) and Saunier (1985) found that faculty reputations are best explained by program size and faculty scholarly activity. To determine whether program characteristics alone are sufficient to explain reputational ratings, this paper examines the additional contribution ofinstitutional characteristics to explain the NAS faculty reputational ratings. Three technical fields are examined: electrical engineering, mechanical engineering, and computer science. Institutional- and program-related composite variables are identified by principal components analyses. For each discipline, a multiple regression analysis shows that program characteristics strongly influence reputational ratings, but an institutional halo effect also exists. These findings indicate that faculty reputations and program quality are more complex phenomena than implied by models limited to program-specific factors. 相似文献
16.
Charles P. Friedman 《Research in higher education》1982,16(4):291-302
This study sets forth an eight-variable causal model describing the spread of instructional innovations among individual faculty members. The model is tested by examining the diffusion of a particular innovation—self-instructional materials—among the faculty of sixteen medical schools, with data provided by faculty survey. The causal model as initially posited is found not to fit the data well; modifications of the model are found to conform more closely. The primary measure accounting for observed variance in faculty innovation behavior is frequency of communication with colleagues about the instructional process. 相似文献
17.
Evaluations of academic departments through peer review rankings have assumed importance in decision making by government officials, university administrators, and department chairpersons. This article reviews the history of these highly publicized rankings and subsequent attempts to identify empirical correlates of the ratings. New findings are presented which indicate that the ACE rankings can be predicted almost perfectly (r=.91) with one measure—departmental rate of publication in highly cited journals. The implications of this finding are discussed, since it both supports the notion of peer rankings but also reveals some inherent weaknesses in the academic assessment process. Finally, it is suggested that concepts from social stratification theory can illuminate our understanding of evaluation in higher education. 相似文献
18.
Using questionnaire data from the 2010 Survey of Academic Chairs, the study focuses on decision autonomy, a component of the power wielded by science, technology, engineering and mathematics (STEM) department chairs in U.S. research extensive universities. A “power index” is developed to measure chairs’ decision autonomy, specifically their control of resources employed in negotiations with faculty job candidates. The study asks: What determines the degree of decision autonomy power possessed by department heads; and, what are the strategic implications of department heads’ degree of this particular aspect of power? Results of an ordered logistic regression model show that having more power is associated with being hired from outside the current university, being male, and with department size. The power index is employed to predict departmental strategic priorities. Results show that the power index is positively associated with a strategic priority for research. The results show a negative relationship between degree of chair decision autonomy and a priority to increase faculty lines. A student-focused strategy is not predicted by the power index but is related to the size, with larger departments placing less emphasis on numbers or quality of students. 相似文献
19.
Stephen A. Stumpf 《Research in higher education》1979,11(4):353-363
The use of aggregated student evaluations of their courses and course elements (e.g., subject functionality, affect, difficulty, graded assignments) is suggested as an efficient and useful means of obtaining program and department assessments. Given that the instruments used to collect student evaluations are valid (if they are not, they should not be used for any purpose), then averaging class data is likely to provide a valid and reliable index of program and department effectiveness as evaluated by students.Program and department assessment data are presented and discussed for a large northeastern professional school. Large and significant differences in the ratings of program elements were found. Although many of the elements designed into the program by the administration and faculty were perceived as operational by the students, some discrepancies between the design and student perceptions existed. Substantial departmental differences were also found which indicated areas of strength and weakness both within and across departments. The potential usefulness of the assessment for internal change and development is discussed. 相似文献
20.
Four models of possible predictors of changes in prestige for university departments are advanced and tested using multiple regression. Changes in prestige are measured using a residual change score derived from the ratings of departments in various disciplines collected by American Council of Education in 1964 and 1969. The models are tested using data collected from 1,164 faculty in 80 university departments in 1968, and from published sources for that same year. Results indicate that a resource model is the best predictor for sociology, and that a research productivity model and an organizational model were good predictors of reputational change for political science and chemistry. For physics, only one organizational variable was an important predictor. The fourth model tested involved reputation of faculty within the department, and this model yielded the fewest significant results. A composite predictive equation was then used, retaining variables that had emerged as significant in earlier analyses. Results again exhibited large differences across scientific fields, suggesting that there is no single set of factors that can reliably predict improvement or decline in prestige across all disciplines. 相似文献