Emeritus professors: Correlates of professional activity in retirement II

Dorfman (1980b) investigated correlates of professional activity in retirement of professors at a major state university who continued to reside in their academic community during the entire year. This follow-up study extends that research to the total population of emeriti by including emeriti who left the University community after retirement and emeriti who continued to live in the University community for part of the year. Interviews were conducted with 113 University of Iowa emeritus professors. There was consistency between level of professional activity during the preretirement career and level of professional activity in retirement for the entire group, with stayers more consistent than leavers. Significant correlates of professional activity in retirement for the entire group included rated importance of consulting and University service, strength of ties to colleagues and professional organizations outside the University, contacts with former students, and perceived rapidity of changes in knowledge in respondents' fields. Multiple regression results showed that the strongest predictors of professional activity in retirement were level of professional activity during the preretirement career and strength of ties to professional organizations outside the University.     

LEISURE AND THE RETIRED PROFESSOR: OCCUPATION MATTERS

ABSTRACT

Little attention has been given to the leisure activities of retired professors, whose activity patterns in retirement may be different from those of other occupational groups because of their lifetime commitment to work. This interview study uses both quantitative and qualitative data to investigate: (a) the leisure and professional activities of retired professors; (b) the anticipated leisure activities of older employed professors; and (c) the relationship between sociodemographic factors and leisure activities of professors in retirement. Respondents were 54 retired (response rate 83%) and 17 employed (response rate 94%) professors aged 70–74 from a major research university. Content analysis of the tape-recorded open-ended questions indicated that volunteer activity, travel, exercise or sports, and work around the house or garden were the most commonly described leisure activities of retirees. A large majority of retirees (70%) also continued professional activities. Travel and exercise or sports were the most frequently planned activity for employed respondents. Correlational analysis revealed little relationship between sociodemographic factors and leisure activities in retirement. Implications for retirement education and leisure programming are discussed.     

Kellogg Faculty Seminar: Enriching academic leadership in Adult/Continuing Education

The Kellogg funded Faculty Seminar on Future Directions in Continuing Education was a continuing professional development project for young assistant and associate professors of adult continuing education. The Faculty Seminar was developed and conducted by Jerold Apps, Alan Knox, and Jack Ferver, professors at the University of Wisconsin-Madison, from January, 1987, through March, 1989. Thirty-three early career faculty members focused on enriching their leadership roles within their academic departments and across the field of adult/continuing education, as well as on personal career development. Within each of these areas, participants normatively considered future directions for the field.Judith G. Adrian is completing her dissertation in Adult/Continuing Education at the University of Wisconsin-Madison. She also served as Project Assistant for the two year duration of the Kellogg Faculty Seminar on Future Directions in Adult/Continuing Education.Jerold W. Apps of a Professor of Adult/Continuing Education at the University of Wisconsin-Madison. He is the author ofHigher Education in a Learning Society (Jossey-Bass, 1988) and several other books.     

高等师范院校小学教育专业顶岗实习的实践与探索

针对我国高等师范院校教育实习中存在的一些问题,湖南第一师范学院作为湖南省教育厅开展顶岗实习的试点单位之一,从2008年开始在小学教育专业开展顶岗实习工作,初步探索出一条高等师范院校小学教育专业强化实践教学环节的有效途径。     

LIFE SATISFACTION OF RETIRED PROFESSORS: THE CONTRIBUTION OF WORK,HEALTH, INCOME,AND LENGTH OF RETIREMENT

This study investigates the effects of work, health, income, and length of retirement on the life satisfaction of retired professors. The sample contains 90 professors retired from four midwestern colleges and universities. Results indicate that the life satisfaction of these professors was high. Their life satisfaction was enhanced by an opportunity to continue involvement in selected professional activities when this was desired. Good health and an adequate standard of living also contributed to life satisfaction.     

STILL WORKING AFTER AGE 70: OLDER PROFESSORS IN ACADEME

The purpose of this interview study was to examine the perceptions and experiences of tenured university professors who continue to work in their career jobs after age 70. The study utilized the case study method to let professors describe in their own voices the personal, professional, and institutional factors in their decision to keep working beyond the conventional retirement age and their plans for the future. The population under investigation was all tenured professors aged 70-74 at a major public research university, the institutions most likely to be impacted by the end of mandatory retirement (Hammond & Morgan, 1991). Content analysis of the interview tapes revealed the following themes: most professors continued to work because they enjoyed it, or felt that it was important to continue their work, perceived the overall atmosphere in their department and the university as positive, felt little institutional pressure to retire, and had no plans to retire. Economic factors played a relatively small role in continuing to work.     

THE LEADERSHIP INSTITUTE FOR A NEW CENTURY: LINCING WOMEN AND MINORITIES INTO TOMORROW'S COMMUNITY COLLEGE LEADERSHIP ROLES

The Iowa Association of Community College Trustees, the Iowa Association of Community College Presidents, and Iowa State University Higher Education Program created a partnership to develop women and minorities for leadership roles in community colleges. The Leadership Institute for a New Century (LINC) program, which is in its eleventh year, uses a combination of national and state community college leaders, community leaders, trustees, and university faculty members to offer personal and professional development activities for participants. University credit that may be used as part of an academic degree program and for state licensure purposes is granted. Participants are nominated by their college; participate in monthly seminars; and complete projects related to local, state, and national issues. Nearly 70% of participants reported receiving a leadership promotion or advancement during or since their acceptance into the LINC program. The majority indicated that the program was very influential in their advancement. With the predicted impending administrator shortage, more cooperative leadership development programs need to be developed. The future of our community college system depends on the development of leadership opportunities and an infusion of leadership.     

Reactions of professors to retirement: A comparison of retired faculty from three types of institutions

Dorfman et al. (1982) compared the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. This companion piece based on the same survey compares the professors' reactions to retirement. Results show that a majority of faculty from all types of institutions plan for retirement, are positive about retirement, and give suggestions for institutional retirement policy. The retired professors recommend the following: (1) help in planning, (2) more information about retirement, (3) support for continued work, (4) gradual retirement. Major differences among institutions are the following: (1) comprehensive university faculty plan for retirement more than do faculty from the other institutions, (2) faculty from both universities begin financial planning at a younger age than do faculty from the liberal arts colleges, (3) research university faculty miss work and like having time to spend on professional activities more than do faculty from the other institutions.     

在美国作为一个研究领域的高等教育:历史、学位项目与知识基础

在探索高等教育作为一个研究生阶段的新的学术领域在美国的崛起方面,本文提出了四个相关的主题。首先,本文追溯了高等教育作为一种学位项目的起源和程序化的发展,以及高等教育的课程发展和专业化的演变。第二,通过高等教育研究领域在研究型学位(Ph.D和M.A.)和专业学位(Ed.D.和M.Ed)的发展历史,本文指出在整个20世纪,教育学院都在力求区别对待这两种学位类型,而且努力证明这些学位类型各有其存在的原因和不同的要求。第三,高等教育研究领域的崛起逐步形成了一种知识基础,它反映了与大学历史和传统、大学管理与治理、大学课程、学生和公共政策研究领域相关的正在增长的研究生产力。与许多其他学科和专业领域一样,这种正在发展中的知识基础发轫于致力于高等教育研究的学术期刊、丛书、专著以及期刊文章。第四,在高等教育研究中心和学位项目国际化的背景下,本文对美国、欧洲、加拿大和中国正在演化中的高等教育的多学科领域提供了一个粗略的描述。     

北高师教育研究科的历史境遇

北高师教育研究科成立前后,中国教育界正在进行“高师改大”与“废止高师”的争辩,其中如何安置“教育科”,是争论的核心问题之一.主张废止高师者,主张模仿哥伦比亚大学师范学院的办学模式,设置“教育科”于大学.在高师地位受到威胁的情况下,北高师设置了教育研究科.其动议是陈宝泉乃至整个北高师对教育研究及教育学术专门人才培养的一贯重视,其现实出发点是争“教育精神唯一的机关”,为高师升格为大学作准备,而其形式和具体内容则是来自哥伦比亚大学师范学院.教育研究科设置之后,卷入“校长风潮”,遭遇诸多复杂的现实问题.     

USSR: UPGRADING AS A PART OF LIFELONG EDUCATION AND ITS CONTRIBUTION TO DEMOCRATIZATION OF HIGHER EDUCATION

Upgrading of professional knowledge and skills is an important factor in the concept of lifelong education. The following article tells how this important component is integrated into the USSR's higher education system. The article is based on a paper presented by Professor Dimitri Vasilyev, Head of the Department of Executive Teaching and Research Personnel at the Ministry of Higher and Specialized Secondary Education of the USSR, during the Consultation for the Preparation .of a Study on Recurrent Education and its Contribution to the Democratization of Higher Education in the Context of Lifelong Education, which was held at Unesco Headquarters in Paris on 23 and 24 April 1979.     

论蒋梦麟的大学教育管理思想

作为执掌北京大学时间最长的校长,蒋梦麟为北大的发展做出了重要贡献。1930-1937年间他担任北大校长期间,实行了一系列改革。通过"校长治校、教授治学、职员治事、学生求学",从而使北大真正引入现代大学的轨道。积极筹措经费,延揽优秀人才,重视教学科研,改善办学条件,使北大度过了曲折发展而重新走向辉煌。在创建世界一流大学的今天,蒋梦麟的大学教育管理思想值得我们认真借鉴和学习。     

Retired academics and professional activity: A British-American comparison

This study investigated the professional activities of retired academics from two old civic universities in Great Britain, and compared the findings to those of recent studies of retired academics from a major state university in the United States (Dorfman, 1980, 1981). A high degree of similarity was found between the two groups of academics: (1) a large majority continued to perform professional roles and participate in professional activities in retirement; (2) there was a striking degree of consistency between pre- and postretirement professional activity levels; (3) the most consistent predictors of both total level and rate of professional activity in retirement were level of professional activity during the preretirement career and ties to professional organizations outside the University.An earlier version of this paper was presented at the thirteenth International Congress of Gerontology, New York City, July 1985.     

Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

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.     

马里兰大学学科设置和素质培养特色以及美国的教授终身制

介绍了美国高等教育的办学理念和管理体制,以及马里兰大学在学科设置、大学生素质培养等方面的重要举措,并对终身教授制度进行了分析。     

Reviews

Mature Women in Higher Education Women Returning to Higher Education. Gillian Pascall and Roger Cox Anatomy of the English Department English People: the experience of teaching and learning English in British universities Bigger But Not Worse? Teaching Large Classes in Higher Education: How to Maintain Quality with Reduced Resources Improving University Teaching Rethinking University Teaching – a framework for the effective use of educational technology Diana Laurillard ‘Learning to Teach in Higher Education’     

面向应用能力,构建师范院校计算机公共课程“三层次教育”课程体系——来自华南师范大学的课程改革实践

为落实广东省高校计算机公共课程改革"面向社会,针对岗位,强化能力,促进发展。"的指导思想,适应新时期对高校人才知识结构的要求。2007年9月,华南师范大学作为广东省改革试点全面实施计算机公共课程改革。文章全面回顾了我校这一年来计算机公共课程改革的具体实施办法、以及所取得的效果与体会。     

The changing role of the Japanese professor

In analyses of the professorial role, an opposition is often established between the professional or external components and the university or internal components. From this perspective, professors at leading universities in the West are said to emphasize the professional components of their role. In contrast, in the past Japanese professors tended to emphasize the local university-centered components. In recent years, many professors have shifted their energies away from these university-centered components. Some have become professional in the Western sense, but others have become showmen and still others politicians. No single phrase suffices to summarize the trend away from university centeredness.The authors wish to thank Kazuyuki Kitamura and the other members of the Research Institute for Higher Education of Hiroshima University for so generously supplying their unpublished data on university governance for their inspection. Also they acknowledge the stimulation they have experienced in reading Shigeru Nakayama's important comparative analysis of university traditions.     

The effect of using a systematic cooperative learning approach to help preservice teachers learn informal reading inventory procedures

This study examined the effect of using a systematic cooperative learning approach to help preservice teachers learn Informal Reading Inventory (IRI) concepts and procedures. Participants (N = 77) were enrolled in two different sections of a required reading methods course. Group 1 (n = 47) received instruction using a systematic cooperative learning approach and Group 2 (n = 30) received instruction using a direct instruction approach. Two instruments were designed for this study and administered as posttests. One instrument measured learning outcomes related to IRI concepts and procedures. The second instrument examined Group 1's perceptions toward the systematic cooperative learning approach. Treatment occurred during a three week unit and consisted of lecture, examples, guided practice, independent practice accomplished in cooperative groups, and specific feedback. Analysis included computing a one-way ANOVA, frequencies, and percentages. Results indicated that significant differences existed between Group 1 and Group 2 learning outcome scores. In addition, Group 1 perceived lectures, working in groups, and feedback as helping them learn IRI concepts and procedures.Judy Wedman obtained her Ph.D. from the University of Oklahoma in reading education. Currently, she is an associate professor in elementary education at the University of Missouri-Columbia. Her research interests are in preservice teacher training in reading methodology.Julie Hughes obtained her Ph.D. from the University of Iowa in Higher Education and Administration. She currently is an assistant professor at the University of Missouri-Columbia in the Higher and Adult Education and Foundations area. Her research focus is on cooperative learning at the post-secondary level.Richard Robinson is currently professor of education in the Department of Curriculum and Instruction at the University of Missouri-Columbia. A graduate of the University of Georgia with a degree in reading education, his current research focus is reading comprehension with particular interest in the readability of medical information for patients.     

The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities

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.