Faculty and administrator attitudes toward institutional effectiveness PDF Download

Author: Luke Palmer Robins
Publisher:
ISBN:
Category : College administrators
Languages : en
Pages : 474

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Author: W. Diane Owsley
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 526

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Book Description
Institutions of higher education are increasingly challenged to assess and document the quality of their performance to stakeholders. With demands for accountability increasing due to wavering confidence in the quality of higher education, the focus in institutions is on demonstration of effectiveness. Institutional effectiveness is one of the major features of higher education accreditation. This dissertation addresses the attitudes and perceptions held by administrators, faculty, and staff in the Kentucky Community and Technical College System toward institutional effectiveness activities. The influence of eight variables upon the attitudes of importance toward institutional effectiveness activities were investigated to include level of personal involvement, depth of implementation, definition of academic quality, internal motivation, external motivation, perception of training differentials on institutional effectiveness activities, institutional structure, and degree of personal commitment to the institution and/or the Kentucky Community and Technical College System. Individuals employed in the Kentucky Community and Technical College System completed an online survey designed to ascertain differences of perception between administrators, faculty, and staff toward the importance of institutional effectiveness activities and to gauge the influence of the eight aforementioned variables. The employment status served as the independent variable and perception of the importance of institutional effectiveness activities served as the dependent variable. Responses from 333 individuals on the survey were analyzed using correlations, MANOVA, and multiple regression analysis. Responses to open-ended questions included on the survey were examined aiding in the support of the findings. The findings demonstrated a significant difference exists between administrators, faculty, and staff on attitudes toward the importance of institutional effectiveness activities. Further regression analysis of data revealed the intervening variables of perceived depth of implementation, perceived internal motivation, perceived level of involvement, and perceived personal commitment significantly contribute to the attitude on importance of institutional effectiveness activities. Regression analysis revealed the model with the predictor variables accounted for 73% of the variance in the criterion variable (importance of institutional effectiveness activities). Potential implications for individuals involved in implementing institutional effectiveness activities are provided.

Author: Jeffrey K. Metcalf
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 420

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Author: Leora Baron-Nixon
Publisher: Taylor & Francis
ISBN: 1000979040
Category : Education
Languages : en
Pages : 111

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Non full-time faculty—whether adjunct, part-time or contingent—has become the lifeline of a vast majority of colleges and universities. They teach many of the foundation and core courses taken by first- and second-year students, teach professional courses in which their own life experiences are invaluable, and step in at short notice to fill-in for regular faculty engaged in research or away on sabbaticals.A survey of over 4,000 institutions conducted by the US Department of Education reveals that such faculty are being hired at a much higher rate than their full-time counterparts--whether in response to increased enrollments, reduced budgets, or changing administrative strategies.The increasing presence of such faculty on campus can conflict with today’s demands for accountability and the pursuit of institutional mission. This book provides academic administrators and faculty developers with proactive, practical and results-producing approaches that can help transform fragmented faculties into integrated and cohesive teaching and scholarly communities.In an easy-to-follow format, this book constitutes a resource of thoughtful and pragmatic strategies to ensure quality and satisfaction both on the part of the institution and the adjuncts. Topics are presented in a thematic sequence that allows decision-makers to focus on their priority areas. The author offers guidance for systematic planning and implementation.The contents are focused on connecting non full-time faculty to core institutional functions and structures: Connection #1--to the institution; Connection #2--to the department; Connection #3--to teaching; Connection #4--to Students; and Connection #5--to scholarship.Originally announced as "Connecting Adjunct Faculty to the Academic Institution"

Author: University of Minnesota. Bureau of Institutional Research
Publisher:
ISBN:
Category : Television in higher education
Languages : en
Pages : 74

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Author: Eunyoung Kim
Publisher: Routledge
ISBN: 1317287703
Category : Education
Languages : en
Pages : 401

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Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.

Author: State University of New York College, Geneseo. Middle States Faculty Subcommittee
Publisher:
ISBN:
Category :
Languages : en
Pages : 26

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Author: James L. Bess
Publisher: Routledge
ISBN: 1135017344
Category : Education
Languages : en
Pages : 207

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Conflicts between faculty and administration have become particularly virulent and disruptive in recent years, as institutions have struggled to adapt to intensifying pressures for efficiency and accountability. Analyzing common sources of conflict and challenges on campus that impede attempts to address these conflicts, Bridging the Divide between Faculty and Administration provides a theory-driven and research-based approach for authentic discourse between faculty and administration. This important resource presents a wealth of strategies for improving communication in colleges and universities, ultimately enhancing organizational effectiveness and institutional performance. Special Features: End-of-chapter "Implications for Practice" provide practical tips and advice for faculty and administrators to use in their own contexts. Analysis of actual conflicts based on extensive interviews with administrators and faculty across a variety of college and university settings. Exploration of creative ways for faculty and administrators to work across differences in their belief systems and to address the underlying sources of conflict.

Author: Mary C. Wright
Publisher: State University of New York Press
ISBN: 0791478769
Category : Education
Languages : en
Pages : 110

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In surveys, research university faculty often report that they value teaching more than their departments do. This incongruence holds implications for job satisfaction, stress, time spent on teaching, organizational continuity, and even student evaluations. Using an interactionist view of organizations, Mary C. Wright examines the reasons for this lack of agreement between the individual's values and perceptions of organizational leaders' views. She also examines departments in which there is a consensus about the value of teaching, specifically how formal policies, social networks around teaching, and chair leadership can offer an alternative work environment, or a culture of congruence around instruction. The practices and organizational arrangements of these departments offer lessons for administrators, faculty, and faculty developers who wish to create universities conducive to instructional enhancement. Because this book features extensive case studies of science departments, it also holds implications for those interested in constructing productive work environments and enhancing student learning in STEM (science, technology, engineering, and mathematics) fields.

Author: Lynn William Lindeman
Publisher:
ISBN:
Category : Collective labor agreements
Languages : en
Pages : 302

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