ADMINISTRATIVE RESPONSE TO UNSATISFACTORY FACULTY PERFORMANCE

This research analyzed administrative response to unsatisfactory faculty performance at 158 Western public community colleges. Participating administrators completed a questionnaire which described nine hypothetical personnel situations involving unsatisfactory faculty performance. The situations differed as to the length of employment, tenure status, racial background, and political influence of the faculty member. Participants also answered questions concerning actual faculty dismissals at their colleges. Results indicated that a very narrow range of strategies was used by adminstrators when confronted with unsatisfactory faculty. Dismissal and counseling were the most frequently employed methods. Dismissal was the strategy of choice in situations describing clearly documented incompetence. Respondents were somewhat less likely to choose this strategy if a minority faculty member or a politically influential faculty member were involved. Counseling was preferred for recently tenured faculty who had become unresponsive, or for unsatisfactory faculty who had been with the institution for many years and had a history of satisfactory performance. Nearly 72 % of the surveyed colleges reported faculty dismissals within the last five years. Only two respondents reported unsuccessful dismissal attempts ¦within the last five years.     

AN INVESTIGATION OF PART-TIME FACULTY COMMITMENT TO DEVELOPMENTAL ADVISING

Part-time faculty can make substantial contributions to institutions because they represent a flexible resource that allows the institution to respond more effectively to the environment. An area of concern is whether the part-time status imparts a level of commitment to teaching that undermines educational quality. This study examines one component of part-time faculty's teaching commitment by considering their efforts toward the practice of developmental advising.     

EFFECTS OF JOB-RELATED STRESS ON FACULTY INTENTION TO LEAVE ACADEMIA

The purpose of this study was to investigate the relationship between job-related stress and faculty intent to leave academia. The stress variables studied were reward satisfaction, institutional/departmental reputation, time commitment, departmental/institutional influence, and student interaction. We hypothesized that the relationship between these variables and faculty intent to leave academia would be moderated by interest in one's discipline and sense of community — an institutional fit variable. We also investigated the effects of academic discipline, tenure status, and gender on these relationships. Based on data from a national faculty survey of 3,070 full-time tenure-track faculty, results indicated that of the variables studied, the two major correlates of intent to leave academia were time commitment and sense of community; however, time commitment did not moderate the stressor-intent relationship. Though showing significant zero-order correlations with intent, when gender and tenure status were added to the hierarchical regression analyses containing the stressors and moderators, neither variable contributed meaningfully to the prediction of intent. Academic discipline classification (Biglan, 1973) contributed only 2% to explained variance. A prediction model that contained all stressors, both moderators, and the background variables of gender and academic discipline accounted for 25% of the variance in intent to leave academia.     

USING REGRESSION ANALYSIS TO DETERMINE IF FACULTY SALARIES ARE OVERLY COMPRESSED

Whether the salary differential between junior and senior faculty is overly small or is falling (salary compression) is currently a popular topic in higher education. However, simple comparisons of average salaries for junior and senior faculty alone cannot address the question of whether salaries are overly compressed, since there is no standard for comparison. This paper presents a simple five-step regression analysis procedure that researchers can use to determine whether salaries are overly compressed. Faculty salary data in academic year 1990-91 from the University of Minnesota show that contrary to popular opinion the average salaries paid to junior faculty are not above what they would be predicted to receive if they were paid as senior faculty.     

IMPLICATIONS TO POSTSECONDARY FACULTY OF ALTERNATIVE CALCULATION METHODS OF GENDER-BASED WAGE DIFFERENTIALS

The present study explored two distinct methods of calculating a precise measure of gender-based wage differentials among male and female faculty. The first estimation considered wage differences using a formula based on human capital, while the second method included a compensation for past discriminatory practices. Each of the two formulas was used to derive a precise indication of wage differences for each female respondent in a nationally represented database. Both measures of wage differentials were used in multiple regression equations to predict three specific aspects of affective outcomes. Findings suggested that only differences in human capital should be considered in predicting job satisfaction and intent to remain in academe. However, a formula that included a compensation for past discriminations was more appropriate in predicting job-related stress. Differences in explained variance magnified the importance of choosing an appropriate calculation method.     

CLASSROOM GROUPING AND INTEGRATION

African American students and former students from a predominantly white institution (PWI) were interviewed to understand their perceptions regarding the impact of their families on their academic achievement and persistence. The characteristics of families that students perceived to support and hinder their academic success at college are described along with implications for improving African American college student retention theory and practice.     

ADEQUACY OF SELECTED SERVICES AND SUPPORT SYSTEMS TO ADJUNCT FACULTY AT NEW YORK CITY TECHNICAL COLLEGE

The purpose of the study was to evaluate the adequacy of selected services and support systems to adjunct faculty at New York City Technical College. The population surveyed (251) consisted of day session (150) and evening session (101) adjunct faculty for one semester. A survey was conducted via a questionnaire developed based on telephone interviews with a random stratified sample of adjunct faculty. The response rate in the study was 40.24%     

德国对辛亥革命的反应

辛亥革命的爆发把列强的注意力又一次吸引到远东。在辛亥革命时期的南北议和、对华武装干涉、善后借款与承认民国等问题上,德国从维护自身的利益出发都采取了相应的政策措施,与其他强国既有合作,也有斗争。在整个辛亥革命期间,德国的反应相当迟缓,它对许多重大事件的政策都是在列强改变政策后被迫制定的,因而发挥的作用比较有限。     

固体碱催化剂在化学反应中的应用

对最新应用的固体碱催化剂催化的化学反应进行比较详细的讨论．     

COMMUNITY COLLEGE FACULTY JOB SATISFACTION

This paper presents the findings of a 1983 survey of 131 faculty in four postsecondary institutions in a state in the southeastern U.S.A. The purpose of the study was to elicit faculty judgments about their self‐concepts and commitment, stresses, and satisfactions in work and family life. This report presents data only about the respondents and their work: their job and its stressors and job satisfactions and dissatisfaction.

The study revealed that faculty derive high satisfaction from student achievement, their own intellectual growth in a discipline and the world of ideas, working under flexible and relatively autonomous conditions, and association with stimulating peers. Their chief dissatisfactions dealt with job conditions (equipment and facilities, inflexible teaching schedules), personal conditions (lack of recognition, heavy teaching load), salary, red tape, and student and colleague apathy.

A secondary purpose of the study was to test Herzberg's two‐factor theory of job satisfaction. These respondents did verify Herzberg's thesis: generally workers derive satisfaction from the work itself; they are dissatisfied by factors external to their work.     

DETERMINANTS OF INTERNATIONAL FACULTY MOBILITY

This article opens with a discussion of the position of international faculty mobility in university organizations. It then turns to an analysis of the motivations which induce faculty members to perform their tasks and more specifically to take part in this type of mobility. The analysis leads to the presentation of a conceptual framework for international faculty mobility; and following sections present some of its major professional and personal determinants. The article concludes with a discussion of how it can best be encouraged by organizational strategies.     

UNDERGRADUATE COMPETENCIES WHICH FACULTY VALUE

Concern about the quality of higher education in the United States has led to vigorous debate about desired outcomes and assessment methods. Identifying desired outcomes in behavioural terms is one way to proceed to evaluation.

What general competencies should undergraduates attain? The purpose of this research was to identify the commonalities in what faculty value as desired characteristic behaviours for undergraduate students.

Performance evaluation provides a specific method for Identifying explicit behaviours which are associated with successful performance of a given role. Faculty at Drake University in Des Molnes, Iowa, were asked to rate the Importance of 111 selected behaviours. Factor analysis was used to analyse the data. The first seven factors were Personal Development, Research Activities, Conscientiousness, Self‐Confidence, Student Activities and Community Service, Oral Communication Skills, and Questioning.

Comparison of these research results with desired outcomes Identified by four other American universities shows many similarities. This method could be used by other universities to provide faculty with a research‐based beginning toward formulating competencies for a common core curriculum for undergraduates.     

DEVELOPMENT AND UTILIZATION OF A FACULTY TIME ANALYSIS SYSTEM ‐AN AID TO ACCOUNTABILITY IN HIGHER EDUCATION

This article describes the development and utility of a time analysis system for higher education faculty members interested in self‐evaluation. Although many higher education institutions employ various student, peer, and administrative evaluations, an analysis of the types of services performed by faculty staff and the amounts of time allotted to these services can provide very useful information to a faculty person interested in self‐evaluation. A model is described herein and an example is provided.     

STAFF AND PEER ASSESSMENT ‐ MEASURING AN INDIVIDUAL'S CONTRIBUTION TO GROUP PERFORMANCE

Group Modelling is expanding in the UK and has provided a suitable medium for Communication training at Robert Gordon's Institute of Technology. The CNAA has approved a scheme in which 10% of the marks in Mathematical Models and Methods course are peer awarded. The criteria which students use are not cited explicitly because the scheme wishes to reflect the shift from staff‐sponsored instruction to self/peer sponsored perception of relationships and the tender of solutions. The scheme provides the opportunity to measure what happens outside class contact hours and is proving an effective method of group assessment.     

QUALITY INDICES FOR FACULTY EVALUATION

This paper investigates procedures and criteria for the evaluation of faculty in higher education. It first surveys the different indices currently in use for evaluating research, teaching and service activities. It then discusses the use of these criteria in view of the shifting framework of evaluation in the university from that based on promotion and tenure decisions to one which is based on institutional review. Finally, conditions for the success of faculty evaluation are outlined. These include evaluation procedures that are consultative in nature, the specification of criteria and standards, and an emphasis on the critical role of faculty in evaluation and in becoming evaluators themselves.     

JOB SATISFACTION OF COMMUNITY COLLEGE FACULTY

Community college faculty (_n = 390) completed the Job Satisfaction Inventory. Areas of greatest satisfaction included relationships with supervisors and colleagues as well as satisfaction with the actual task of teaching. Faculty were least satisfied with opportunities for professional development, time allocation, and somewhat less satisfied with the preparation and motivation of their students. Differences between men and women faculty are noted.     

论“分层教育,合作学习”模式

“分层教育 ,合作学习”是一种分中有合 ,合中有分 ,分层合作 ,多维整合的全新教学模式。实践表明 ,它是“切实减轻学生过重负担 ,全面推进素质教育”的优选模式。