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1.
Based on a content analysis of The Chronicle of Higher Education from 1984 to 1989, the authors find that current foreign policy decisions of higher education institutions are being made reactively within four policy arenas: research, students, investments, and academic programs. The authors conclude that a comprehensive foreign policy should be included in an institution's strategic planning process.He has served recently as Visiting Professor of Higher Education at the University of Georgia. Previously he was Director of the Fund for the Improvement of Postsecondary Education. Carolyn P. Griswold has a M.Ed. from Georgia State University and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. Phyllis Wyatt-Woodruff is Director of Enrollment at Paine College and a doctoral candidate in the Institute of Higher Education at the University of Georgia. Patricia Gregg is on the staff of Clayton State College and is a doctoral candidate in the Institute of Higher Education at the University of Georgia.  相似文献   

2.
Accountability is an important focus for nearly all-public higher education institutions. In 1997 the Washington State Legislature mandated an accountability measure designed to encourage public universities to increase student efficiency toward graduation. This accountability measure is assessed by a formula called the Graduation Efficiency Index. This qualitative study details the Graduation Efficiency Index's conception and ramifications for public higher education institutions. It further examines university administrators' perceptions of the Graduation Efficiency Index and transfer students' impact on the ability of three public institutions to meet mandated accountability goals. We include implications for practice. Susan Poch is the Director of the Student Advising and Learning Center at Washington State University. She holds a Ph.D. in Education Leadership, Higher Education from Washington StateUniversity. Her research focuses on the policy and practice of student transition. Mimi Wolverton is Professor of Higher Education at the University of Nevada, Las Vegas. Her areas of research include leadership, organizational change and organizational effectiveness. She holds an M.B.A. and Ph.D. in Education Leadership from Arizona State University.  相似文献   

3.
Faculty development in the United States   总被引：5，自引：0，他引：5  
This report gives an overview of faculty development in the United States during the past 30 years and suggests what remains to be done before this movement becomes fully institutionalized in American higher education.Jerry G. Gaff is Vice President at the Association of American Colleges. His degrees are at DePauw University (A.B.) and Syracuse University (Ph.D.) with specialization in psychology. He helped pioneer the establishment of campus-based faculty development programs in the 1970s, has worked on improving undergraduate general education programs, and currently directs a new project to prepare future faculty members for their roles in teaching and service, as well as research. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.  相似文献   

4.
This article's purpose is to improve the effectiveness of classroom teaching by proposing a specific program for continuous improvement toward instructional excellence. Total quality management (TQM) is a systematic approach which utilizes four main elements: quality defined by the customer, top leadership responsibility for quality improvement, increased quality through systematic analysis of work processes, and quality improvement by continuous effort conducted throughout the organization. A strategy for continuous classroom improvement is developed through an examination of various definitions of quality and a comparative analysis of dimensions of quality, service quality, and effective teaching which aims to inspire and give direction.James P. Gilbert is an Associate Professor of Operations Management at The University of Georgia. He received his MBA from Western Illinois University and Ph.D. from The University of Nebraska-Lincoln. His research interests include: total quality management methods, service management systems, and Japanese management techniques. Kay Keck is Director of Graduate Programs at The University of Georgia and teaches the first-year marketing course for MBA students. She obtained an MBA from the University of Kansas, and Ph.D. in Management Science from The University of Texas at Dallas. Her research interests center around sales management, services marketing, and applications of TQM in both sales and higher education. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.  相似文献   

5.
Developing a course for online instruction requires content knowledge and understanding of the interactivity, technological requirements, and possibilities in the asynchronous environment. Using a case study method, the researchers investigated the development of an online humanities course by a team of faculty and instructional designers. Data were collected through observation of face-to-face planning meetings, document analysis of group postings at the online site, and interviews with the team members. Using Berge’s typology of online facilitator roles and Stark and Luttuca’s framework on academic plans, this study examined the roles assumed by team members and the curricular decisions. Haixia Xu is a Ph.D. candidate in the Institute of Higher Education at the University of Georgia. Her research interests include policy aspects of distance education, comparative higher education, qualitative research methodology, and assessment and evaluation. Libby V. Morris is the Director of the Institute of Higher Education at the University of Georgia. She holds the Ph.D. degree from the University of North Carolina, Chapel Hill. Her research interests include evaluation and assessment, instructional technology, and educational demographics.  相似文献   

6.
A questionnaire study, modeled after Baldwin's 1979 research on faculty at a liberal arts college, was conducted with 42 Lilly Teaching Fellows and Lilly Mentors at a large, public, research-oriented university in the Southeast U.S.A. Results from the study support the notion that one of the keys to a successful instructional and faculty development program is to target activities to the academic career stage of the faculty member.Patricia Kalivoda works in the Office of Instructional Development at The University of Georgia. She holds an MBA and an Ed.D. from The University of Georgia. Her research focuses on faculty career development and faculty vitality. Geraldine Rogers Sorrell is Special Populations Coordinator at Middle Georgia Technical Institute. She holds an M.Ed.and an Ed.D. from The University of Georgia. She specializes in faculty and staff development, and career counseling. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.  相似文献   

7.
In this study the Delphi Method was used to validate teaching competencies of faculty members in higher education. Through the use of expert opinion, a panel of national leaders in college-level teaching validated twenty seven competencies as important or very important for faculty members who teach. Seven other competencies were rated slightly below a mean score of 4.0 suggesting, based on additional feedback by the panel, that the importance of some competencies may depend on specific variables found within a given context.Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focus on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.  相似文献   

8.
There is increasing evidence that the pressures on British universities for greater quality and accountability, linked closely to funding, are leading to loss of quality. These governmental pressures, exerted through the Funding Councils, are wholly different from those applied in a quite separate way from another government source, the Employment Department. This article analyses the nature and effects of the two kinds of pressures in terms of change theory. This also demonstrates that the observed effects were not only largely predictable but to a substantial extent were predicted, and warns of the danger that the resulting deleterious effects may become irreversible.Lewis Elton obtained an M.A. in Mathematics at Cambridge University and a B.Sc. in Mathematics and a Ph.D. in Theoretical Physics at the University of London. He is a Further and Higher Education Adviser to the UK Employment Department and Emeritus Professor of Higher Education at the University of Surrey. His special interests are in the improvement of university teaching and learning; staff development; distance learning; and organizational change in higher education. Pat Cryer obtained a B.Sc. in Mathematics and Physics at the University of Exeter and a Ph.D. in Educational Development at the University of Surrey. She has recently resigned as Professional Adviser of the UK Universities' Staff Development Unit and is now a Consultant in Higher Education. Her special interests are in issues of quality; staff development; and teaching large classes.The opinions expressed in this paper are our own and do not commit the Employment Department.  相似文献   

9.
American higher education is an enterprise of complex heritage, mission, and governance culture—an enterprise expected to serve as both cultural curator and cultural critic. Contemporary issues such as the call for accountability and the pressure of marketplace ideology present colleges and universities with a possible breakpoint change moment in both mission and leadership, as established policy and philosophic principles are challenged and leadership vision and values are similarly called to question. This article probes the particular effect of marketplace ideology on colleges and explores three metaphors of leadership role and value: the Servant/Exemplar Leader, the Steward/Trustee Leader, and the Artist/Designer Leader.This article is adapted from a keynote presentation given to the Association for Student Judicial Affairs 2005 Annual Meeting in Clearwater Beach, Florida.E. Grady Bogue is Professor of Higher Education at the University of Tennessee, is Chancellor Emeritus of Louisiana State University in Shreveport, and has also served as Interim Chancellor of Louisiana State University and A&M College. He holds B.S. in Mathematics, M.A. in Education, and Ed.D. in Educational Administration from the University of Memphis and was named a Distinguished Alumnus of the University in 1986  相似文献   

10.
The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press.  相似文献   

11.
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.  相似文献   

12.
Quite a large number of international meetings devoted to issues concerning higher education are organized each year. The problems of their contribution to the further development of higher education and research in this field are raised in a thought‐provoking article written for “Higher Education in Europe” by Professor E.A. van Trotsenburg, President of the European Association for Research and Development in Higher Education (EARDHE) and Director of the Institute of International Science and University Didactics, University of Klagenfurt.  相似文献   

13.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems.  相似文献   

14.
In this article the authors describe an innovative program in continuing education for teachers at the University of Georgia. The program, developed by the Museum of Natural History, the Georgia Center for Continuing Education, and the Department of Anthropology within the university and an independent research institute, offered teachers an opportunity to do archaeological field work as they learned about new discoveries in archaeology and Native American history and culture. The workshop design incorporated principles of adult and experiential learning. With the help of the workshop leaders, teachers developed their own materials for presenting integrated thematic units in their classrooms. Teachers responded enthusiastically to the workshops in a two-stage evaluation process. The authors conclude that intrauniversity cooperation is necessary if teachers are to benefit from all the resources of the university.Jacqueline J. Saindon obtained her M.A. in Anthropology at Hunter College, CUNY. She is Associate Director of the Multicultural Population and Resources Project at Georgia State University. Her special area of interest is in developing continuing education workshops and curriculum for teachers on anthropology, archaeology and ecology. Carol M. Downs obtained her M.A. and Ed.D. in Adult Education, and a Graduate Certificate in Gerontology, at the University of Georgia. She is Program Director of the Office of Continuing Education and Public Service at the University of Illinois at Urbana-Champaign. Her special area of interest includes continuing education in the arts, humanities, education and historic preservation.  相似文献   

15.
In this study the Delphi Method was used to validate teaching competencies of graduate teaching assistants (TAs). Through the use of expert opinion, a panel of national leaders in teaching assistant support and training validated twenty six competencies as important in the preparation of teaching assistants. Feedback from panelists suggested that some instructional competencies depend on the specific responsibilities that are assigned to an individual TA.Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focuses on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants.  相似文献   

16.
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.  相似文献   

17.
Harold L. Munson, Ed.D., is Professor of Education Emeritus, Graduate School of Education and Human Development, University of Rochester, Rochester, NY. Bonnie J. Rubenstein, Ed.D., is Director of Guidance, Rochester City School District, Rochester, NY. Address correspondence to Harold L. Munson, 745 Thayer Road, Fairport, NY 14450.  相似文献   

18.
All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty. The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty regarding meeting the new requirements. The purposes of our study were to investigate these needs and identify the individual, environmental, and leadership factors that affect faculty productivity. Findings revealed a need to transform the School’s service and teaching culture to a culture of research and scholarship. Recommendations for helping other schools of education to become more research-oriented are provided. While the study focuses on data from a particular School of Education, the implications may generalize to faculty productivity within other institutions, particularly within professional schools. Susan A. Santo  received a Ph.D. in Instructional Technology from the University of Virginia and is currently an Associate Professor of Adult and Higher Education at the University of South Dakota. Her research interests include faculty productivity in higher education and improving distance learning. Mary E. Engstrom  received an Ed.D. from the University of South Dakota in Curriculum and Instruction. She is currently the Associate Director of Extended Learning Services at the University of Montana. Her research interests include instructional design for online learning and professional development for educators. Linda Reetz  received an Ed.D. from the University of North Dakota in Teacher Education and serves as the Associate Dean of the School of Education at the University of South Dakota. Her research interests include higher education practices for teacher education programs and mild disabilities. William Schweinle  received a Ph.D. from the University of Texas at Arlington in Psychology and serves as an Assistant Professor at the University of South Dakota. His research interest area is in statistics. Kristine Reed  received a Ph.D. from the University of Nebraska at Lincoln in Curriculum and Instruction/Administration and serves as a faculty member in Curriculum and Instruction, University of South Dakota. Her research emphases include multicultural education and rural education.  相似文献   

19.
As demands for accountability continue and increase, higher education administrators require tools for evaluating campus programs. Learning communities, as a course design strategy, have proven successful in confronting challenges associated with attrition and retention. Because high attrition is associated with online distance education, learning community principles might be applicable to online courses. The authors surveyed attendees at a learning communities conference to determine the applicability of learning community principles to Internet learning and assessment. On the basis of their findings, they developed a rudimentary diagnostic tool for ascertaining whether online course design takes learning community principles into account.David DiRamio is Assistant Professor of Higher Education Leadership at Auburn University. He received both B.S. and M.B.A. degrees from the State University of New York at Buffalo and a Ph.D. in Educational Leadership from the University of Nevada, Las Vegas. David's research interests include studying technology's impact on postsecondary education from administrative, legal, and policy perspectives. Mimi Wolverton is Program Coordinator and Professor of Higher Education Leadership at the University of Nevada, Las Vegas. She received a B.S. from Northern Illinois University, an M.B.A. from Arizona State University, and a Ph.D. in Educational Leadership and Policy Studies from Arizona State University. Her research interests include academic deans, women and minorities in leadership, and elite M.B.A. programs. E-mail: diramio@auburn.edu.  相似文献   

20.
This paper considers some implications for teaching in higher education of quality assurance demands made in circumstances of financial restraint. The paper suggests that responses must be anchored in improvement in student learning. This has implications for university teaching, for the evaluation of its effectiveness and for leadership in universities. The paper commences with a discussion of an understanding of the nature of the relationship between teaching and learning in higher education resulting from an Australian investigation of student perceptions of university teaching. The understanding arising from this study suggests that, given that the environment is an educational one, both evaluation of teaching and educational leadership should be in harmony with effective approaches to learning and teaching.Paul Ramsden is Professor of Higher Education and Director of the Griffith Institute for Higher Education at Griffith University, Brisbane, Australia. He has taught in polytechnics, universities, and schools in the United Kingdom and Australia. His research field is the influence of teaching and assessment on the quality of student learning. Dr. Ramsden has been professionally involved in faculty development for over 15 years and published the textLearning to Teach in Higher Education, Routledge, New York (1992). He holds degrees from the University of London and the UK Council for Academic Awards, and a Ph.D. from the University of Lancaster.  相似文献   

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