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1.
To provide more insights into inconsistent findings on the relationship of organizational commitment to effectiveness, this study conducted a questionnaire survey among 188 academics in Beijing. Analysis of survey responses suggested that organizational commitment presented significant relationships to performance and effectiveness. These relationships varied with the nature of commitment dimensions. Besides, performance mediated the relationships of commitment dimensions to effectiveness in teaching and research. These relationships could be partly explained with faculty’s personal goals, available resources, perceptions of reward/effort balance, and the contribution of teaching and research activities to teaching outcome and research output. These findings enrich the literature by identifying performance as an intervening variable in the relationship of organizational commitment to effectiveness. Meanwhile, these findings provide practical implications for the promotion of Chinese academics’ teaching outcome and research output.  相似文献   

2.
ABSTRACT

In this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices.  相似文献   

3.
Planning introductory college courses: Content, context and form   总被引：2，自引：0，他引：2  
Course planning is an important faculty role requiring expertise and effective decision-making. Despite the centrality of planning activities in the teaching-learning process, relatively little research has explored the process by which instructors in higher education plan their classes. Thus, the author and colleagues pursued a three-year series of studies of college instructors in the US who were teaching introductory classes. The study explored faculty members' underlying assumptions about planning and their decision-making processes. This chapter summarizes these empirical studies that inform us about the general and discipline-specific purposes faculty express for their classes, the contextual influences that modify their intentions, and the way they arrange discipline content for teaching. A key finding was that differences in course planning reflect varied assumptions about students and about their discipline that faculty in different fields bring to the planning process and which strongly influence them.  相似文献   

4.
This study uses hierarchical linear modeling (HLM) to analyze the effect of human capital, structural characteristics of the discipline, and disciplinary labor market conditions on faculty salaries. Faculty in disciplines characterized by relatively low demand, high teaching loads, and low amounts of research funding earn less than do faculty in other disciplines. Additionally, even after controlling for an array of individual and disciplinary characteristics, women faculty members earn less than their male peers.  相似文献   

5.
近年来,在学生规模扩大、教育问责强化、财政资助缩减等压力之下,加拿大安大略省将引入教学轨教职作为提高教育质量的重要改革举措。与传统的终身轨教师相比,教学轨教师主要从事教学和学习活动,与兼职或临时讲师相比,教学轨教师对教学和学生的投入更多,与学校的聘任关系更加稳定。作为与终身轨教职平行的职业发展轨道,教学轨教职的评价标准主要侧重考察教师在教学技能、教学计划与课程发展、教学领导与成就等领域的贡献。教学轨教职的引入对大学而言是一次机会,可以重新审视教学与研究之间的关系,探索教学使命和研究使命如何相互促进。在当前的教师岗位分类改革中,我国高校可从教学模式和课程体系、聘任与晋升评价体系、晋升与岗位转换通道、教学荣誉体系等方面提高教学为主型教职的认可度,促进教学为主型教师队伍的职业发展。  相似文献   

6.
Building upon earlier work by Camp, Gibbs, and Masters II, (1988). The Journal of Higher Education 59(6): 652–667 and Wenger and Girard, (2000). Research in Higher Education 41(2):195–207, we present a model for allocating funds for salary increases to faculty lines within an academic unit at a public research university. The model first divides available funds into three separate amounts, based on the unit norms adopted by the faculty of the academic unit. These norms define the relative effort levels to be placed on teaching, scholarship, and service. The model enables individual faculty members to negotiate different effort levels for the respective activities. Within each of these activities, specific weights can be assigned to different types of accomplishments. The result is a flexible approach that allows fair and predictable salary increases to be assigned on the basis of criteria that have been agreed to by the faculty of the academic unit.  相似文献   

7.
Research on the relationship between research productivity and student evaluations of teaching (SETs) has been marked by several shortcomings. First, research typically fails to check and adjust for nonlinear distributions in research productivity. Since approximately 15% of researchers account for most articles and citations (e.g., Zuckerman, H., Handbook of Sociology, Sage Publications, Newbury Park, CA, pp. 511–574, 1988), this failure might explain weak or nonsignificant findings in some of the past research. Second, the unit of analysis is typically the instructor, not the class. Since top researchers might disproportionately teach small classes at the graduate level, and that SETs are usually higher in such classes, the small relationships between research excellence and SETS found in previous research may be spurious. The present study corrects for each of these issues. It analyzes data from 167 classes in the social sciences and on 65 faculty. The quality of research productivity (raw citations/post-PhD year) is not related to SETs. However, when the distribution of citations is corrected for skewness, a significant positive relationship between research productivity and SETs emerges. This relationship survives controls for course and instructor characteristics, and holds for both the faculty member and the class as units of analysis. This is the first systematic investigation to demonstrate a significant relationship between the quality of research (citations) and SETs.  相似文献   

8.
Research and teaching at a research university   总被引：3，自引：0，他引：3  
This paper examines tensions between the research and teachingcomponents of the faculty role. It does so by reporting resultsfrom a case study of committed undergraduate teachers at aresearch university. Having agreed that research was the dominantelement in the university's academic reward system, samplemembers were cross-classified along two dimensions: First, theirown adaptation to the reward structure, as indicated by theirfive-year records of involvement in funded research; second,individuals' stated attitudes and beliefs toward the teaching andresearch roles. Although the 11 active researchers (ARs) withinthe sample reported somewhat more positive attitudes towardsresearch than did the 18 less-active researchers (LAs), we foundconsiderable overlap across, and variation within, the twosubsamples. Particularly noteworthy were the presence of a strongallegiance to the historic teaching mission of publicuniversities among both groups and, among the LAs, anoppositional cadre of politically adept senior faculty who hadachieved some success in preserving or expanding the place ofundergraduate teaching in the reward systems of their departmentsand colleges. The paper concludes by considering the case studyfindings in light of both recent theoretical work on intrinsicmotivation and the future of the teaching role.  相似文献   

9.
Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented.  相似文献   

10.
Interdisciplinary research is a valuable approach to addressing complex real-world problems. However, undergraduate research mentoring is discussed as an activity that happens in disciplinary silos where the mentor and student scholar share a disciplinary background. By transcending traditional academic divisions, we argue that mentors can train a new generation of scholars who think innovatively and create integrative research questions. We examined a sample of undergraduate students and their faculty mentors to determine the extent to which interdisciplinary research teams exist at George Mason University. Results indicated that interdisciplinary research teams are rare and faculty rank was their main predictor. University administrations can make specific choices regarding recognition and support for interdisciplinary undergraduate research mentoring that also advance institutional mission and values.  相似文献   

11.
创业型大学视角下的创业教育具有人才培养目标的针对性和实用性强,教育模式呈多元化、开放式,课程体系完善、实践性突出,创业文化氛围较为浓厚等特征。我国高校现行的创业教育体系还存在着未能与学科专业教育有机融合,开放性不够、实践性不强,教师缺乏创业素养、教学模式与授课方式单一,创业教育顶层设计不足、缺乏强有力的组织运行机制等问题,必须从树立创业型人才培养理念,构建与创业型人才相适应的创业教育课程体系,提高师资队伍的创业素养,搭建开放式、多元化的创业实践平台,建立网络型创业教育与研究组织机制,塑造创新创业校园文化等方面完成创业型大学创业教育体系的构建。  相似文献   

12.
大学教师专业发展是实现大学教师专业化的重要手段,而大学教师的专业发展有赖于良好的内在与外在环境,同时,大学教师专业发展的核心就是教学与科研的协调发展。而教学与科研并行发展的愿望和教学与科研不均衡发展的现实状况,要求我们应不断完善大学教师的科研与教学评价机制,而大学教师在关注教学质量的同时,也要充分意识到自己作为“学术人”的角色,提高自己的学术科研能力。  相似文献   

13.
This article reports on the impact of organized research centers on professional effort, productivity, and perceptions of work satisfaction for life sciences faculty members at research intensive universities’ medical schools in the U.S. Results indicate that senior center-affiliated faculty members taught less but worked more total hours than peers not affiliated with centers. Senior affiliated faculty members were more productive than their non-affiliated peers and were more likely to be principal investigators on externally funded grants. Center-affiliated faculty members were more likely to be dissatisfied with their mix of activities and workload but more likely to be satisfied with job security and autonomy. Implications beyond this context are suggested. Sarah A. Bunton is a Senior Research Associate at the Association of American Medical Colleges in Washington DC. She received her B.A. from the University of Chicago, her M.A. from the University of Minnesota, and her Ph.D. in higher educational policy also from the University of Minnesota. Her research interests include postsecondary faculty work life and satisfaction, higher education organization, and student development. William T. Mallon is Assistant Vice President and Director of Organization and Management Studies at the Association of American Medical Colleges. Dr. Mallon received his B.A. and M.A. from the University of Richmond and his M.Ed. and Ed.D. in higher education policy from Harvard University. His research interests focus on the ways in which academic medical centers recruit and retain faculty and administrative leaders and the interorganizational relationships among medical schools, teaching hospitals, and parent universities.  相似文献   

14.
The present study examined faculty commitment to their university across hard and soft sciences and across pure and applied fields. Within each field, faculty commitment was separately examined for each career stage and for each level of research productivity. Furthermore, this study assessed (separately for each field) the relative powers of rewards and support variables, derived from the exchange framework, in explaining faculty commitment. A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education, was surveyed by means of a questionnaire. The major findings of the study suggest that the reward-support framework plays a meaningful role, although distinctly different for hard and soft sciences, in determining faculty commitment to their university in each of the four fields. The relative power of rewards in explaining faculty commitment is stronger in hard sciences and weaker in soft sciences whereas a reversed pattern is found for support indicators. In addition, faculty commitment to their university varies across fields, career stages, and levels of research productivity (only for hard sciences).  相似文献   

15.
Faculty workload analyses have been with us for many years, but no study has ever grouped faculty by personality type or by academic rank. This paper examines the results of a study in which faculty at a large state university were classified according to Holland's theory of vocational choice. Multivariate analysis of variance showed that faculty members of the five Holland types not only differed on four self-reported measures of faculty effort, instruction, research, public service, instiutional-professional activities (all measured in hours per average week) but that the findings were supportive of Holland's theory. In addition, analysis by rank showed that while total hours per week were not statistically different among the ranks, hours in instructional and institutional-professional activities varied greatly but hours in research and public service did not. The conclusion is that changes in instructional workload will not affect research or public service activities of faculty members.  相似文献   

16.
This study explores the role of several family-related factors in faculty research productivity for a large, nationally representative sample of university faculty members. The role of marriage, children, and aging parents is examined after controlling for other personal and environmental factors, such as age, rank, department, and intrinsic motivations to conduct research, that previous research has shown to influence research productivity. Analyses are conducted on a sample of 8,544 full-time teaching faculty (2,384 women and 6,160 men) at 57 universities nationwide. Results show that factors affecting faculty research productivity are nearly identical for men and women, and family-related variables, such as having dependent children, exhibit little or no effects on research productivity.  相似文献   

17.
Is the ideal of a one-size-fits-all university model—where universities are capable of successfully performing all competencies simultaneously—ever achievable? Has the balance between teaching and research activities grown even more fragile or is such a balance unfeasible? In this paper, we review studies of institutional diversity in higher education and bibliometric analyses. We prose a two-dimensional typology based on diversity in teaching and research by scientific fields. We investigate the diversity in teaching and research, respectively, at the disciplinary level and address whether these primary activities mirror each other. As a measure of mismatch between the two activities, we assess the distribution of students and publications by scientific fields through a clustering analysis. Our study of higher education institutions (HEIs) in Russia reveals that private universities are less diverse both in research and teaching and have high teaching intensity compared to state universities. Expectedly, universities in the rankings have more diverse profiles and they have a higher research intensity.  相似文献   

18.
ABSTRACT

Although scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.  相似文献   

19.
This study investigated the overall quality of the interpersonal relationship students have with faculty and staff, that is, relationship quality (RQ). In relationship management research, RQ is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity and growth. In higher education, it is not only recent changes in funding of education that urge us to further investigate RQ, as students having relational bonds with their teachers and faculty/staff is important as well. These relationships are expected to positively influence students’ college experiences. Although educational literature addresses the importance of student–faculty relationships, little is known about students’ perceptions of the quality of their relationship with their program. The aim of this study was therefore to get a more in-depth understanding of the concept and measurement of RQ within a higher education context. To that end, an existing RQ scale was used measuring five dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, and affective conflict. A confirmatory factor analysis (CFA) was conducted on survey responses of 551 students from a Dutch university of applied sciences. Next to the CFA, a small-scale focus group discussion was held to validate the quantitative findings of students’ perceptions on RQ. The findings confirm that the RQ instrument is an adequate instrument to investigate RQ in a higher education context. Additional qualitative findings also suggest that students acknowledge the relevance of RQ and the need for having a good relationship with their faculty and staff.  相似文献   

20.
The purpose of this study is to explore the perceptions of Korean faculty regarding the cross-cultural implications of their graduate education abroad for their careers in the academy. Personal interviews were conducted with twenty-seven Western-trained faculty members at three private research universities in the Republic of Korea. Individuals were purposively selected to provide representation across disciplinary fields, academic rank and gender. The study focuses on faculty members' 1) experiences as foreign graduate students and their socialization to the professoriate, and 2) perceptions of the impact of their cross-cultural graduate preparation on their academic careers. Analyses of the data with respect to the research questions revealed two themes: 1) the westernized expectations they developed regarding teaching and research, and 2) the emphasis they place on service to their university and nation. The implications of these findings are discussed not only for faculty careers but also for Western graduate education and training.  相似文献   

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