ACADEMIC DISHONESTY: A Zero Tolerance Professor and Student Registration Choices

College and university faculty and administrators are responsible for constructing academic honesty policies and communicating them to students. This is often attempted through institutional honesty policies and university-wide honor codes. While these approaches have been widely researched, less attention has been given to the role of individual faculty members. That role is examined in this study by addressing student reactions to professors based on their academic honesty policies. In addition to demographic information, data were gathered about student attitudes and beliefs concerning academic dishonesty and their decision to enroll in or avoid a course being taught by a professor with zero tolerance for academic dishonesty. The findings regarding different instructors’ approaches toward academic dishonesty indicate that an intolerant policy will keep dishonest students away, but at a price—it will also detract many honest students.     

A Framework for Creating a Climate of Transparency for Professional Performance Assessment: Fostering Student Investment in Gatekeeping

Students unfamiliar with their counseling program's professional performance assessment policies may consider such policies pejorative. Moreover, student beliefs about the primacy of ethical service to clients may be confounded when faculty members are reluctant or fail to formally address concerns about deficient professional performance of students. The authors propose a framework intended to promote openness and transparency in professional performance assessment and believe this framework is critical to students' accurate perceptions of the assessment process, their trust in faculty members, and their future investment in safeguarding public welfare and the ethical integrity of the counseling profession through gatekeeping.     

美国大学教授协会(AAUP)与终身教职

本文介绍了终身教职的基本内容，美国大学教授协会(AAUP)对学术自由和终身教职原则的确立与捍卫，对教师获得终身教职后评估的政策调整等。并且指出，虽然对于终身教职的改革势在必行，但AAUP倡导的“重教师发展而非教师责任”、“教师与学校管理者通力协作”等原则是值得借鉴的。     

Nurturing Careers in Psychology: Combining Work and Family

The academic workplace, with its requirements for achieving tenure within the first 6 years of employment, is designed in ways that discriminate against young faculty with family care responsibilities, most notably mothers. Mason and Goulden (Academe, http://www.aaup.org/publications/Academe/2002/02nd/02ndmas.htm, 2002, Academe, http://www.aaup.org/publications/Academe/2004/04nd/04ndmaso.htm, 2004) found that women faculty who have babies within the first 5 years following the receipt of their doctorate are less likely to earn tenure than women without babies or men in general. Women at research-intensive universities are twice as likely as their male colleagues to report that they had fewer children than they wanted. In addition, only one-third of women who begin their academic career at research-intensive institutions without children will become a mother. These inequities, sometimes called the “baby gap” or “motherhood penalty” make academic institutions difficult places for new faculty with family care responsibilities. Suggestions are provided to assist new faculty in successfully combining their work and family roles (e.g., establish gender equity in parenting and negotiate for family-friendly policies) and to senior faculty and administrators who want to nurture the careers of their younger colleagues (e.g., support the use of family-friendly policies on campus).     

The use of a Markov model in assessment of alternate faculty personnel policies

This study demonstrates the usefulness of the Markov modeling technique for analysis of alternative faculty personnel policies at a university. The necessary faculty flow model and transition matrix are developed with limited resources and only two years of time-series data. By making adjustments to the input vector (those entering the university) and the transition matrix, faculty personnel policy decisions are simulated and their outcomes, in terms of important faculty characteristics, are determined. Six hiring and retirement policies at a major university are assessed utilizing this procedure. The results that are presented provide an illustration of the nature of the information which can be obtained from this procedure.     

高校教师聘任制中的若干关系

高校教师聘任制涉及社会生活、社会文化的方方面面,牵一发而动全身,必须认识和处理好其中的若干关系。制度约束行为,思想规导制度,首先要厘清规导教师聘任制的相关理念。实施教师聘任制具有学术和效率双重目标,但学术目标是大学坚守的生命线,效率目标应为学术目标服务。由于学术职业的特殊要求,教师聘任制中要形成甄选机制,以达到优化的目的。在聘任制过程中应处理好应然和实然的关系,逐步从实然达到应然。     

Chinese Academics under the Reformed Remuneration System: A Case Study

Abstract:

As part of ongoing efforts to attract and keep talents, Chinese governments and universities have initiated a series of reforms to improve faculty salaries over the past decades. However, the reformed salary policies do not work as well as expected. According to the field data, the formed salary policies had posted a new set of challenges to academics. On one hand, the salaries offered to academics remained low. Most junior academics could not live on their salaries. As a result, they actively tied themselves to the large-scale research projects headed by their senior peers to earn additional compensations, even at the cost of research interests and research qualities. On the other hand, the new remuneration policies created many potential conflicts among faculty members and significantly discouraged academic collaborations at the sample university. This made academics develop a new strategy—“one project with two separate teams”—to safeguard each others’ benefits in collaborations. It is found that the reformed salary policies had served as impediments to academics’ career development.     

What kind of faculty are motivated to perform research by the desire for promotion?

A policy of adding a new rank to the faculty career ladder was implemented in Taiwan in 1994. It was believed that structural changes of the incentive system would change faculty research behavior. This paper explores the question: Who are motivated to perform research by the desire for promotion? A mail survey investigating Taiwanese faculty members was conducted. The results show that the answer varies by different performance measures. Those who publish for the promotion reward tend also to be motivated by other external and internal rewards. Among all rewards, the most important to many faculty is an increase in personal income. Holding one's valence score on promotion constant, faculty with better research performance tends to be those who possess doctoral degrees. The results show that faculty in public institutions perform better than their private-institution counterparts, regardless of promotion valence. Finally, alternative policies to improve faculty research performance are recommended.     

Analysis of faculty appointment,promotion, and retirement policies

A mathematical model of faculty flow was used to predict the effects of new operating policies on the age and rank composition of a large group of university faculty. Specific policies analyzed with this model include changing promotion rates for nontenure faculty, extending service times in nontenure, and implementing an early retirement program for tenure faculty.     

Sex differences in the environments of graduate students and faculty

This paper considers some important psychological aspects of the academic experience for male and female graduate faculty members and students. Drawing on data collected in a recent national study of doctoral program quality, information pertaining to the graduate department's environment for learning, the extent of faculty members' concern for students, graduate student assistantship experiences, and faculty members' satisfactions and views about various departmental practices and policies are examined. Gender differences in both student and faculty member perceptions of their environments were found to be generally slight and to vary by discipline.     

Mathematics turned inside out: the intensive faculty versus the extensive faculty

Research universities in the United States have larger mathematics faculties outside their mathematics departments than inside. Members of this “extensive” faculty conduct most mathematics research, their interests are the most heavily published areas of mathematics, and they teach this mathematics in upper division courses independent of mathematics departments. The existence of this de facto faculty challenges the pertinence of institutional and national policies for higher education in mathematics, and of philosophical and sociological studies of mathematics that are limited to mathematics departments alone.     

Linking faculty development to community college student achievement: a mixed methods approach

Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.     

Promotion criteria,faculty experiences and perceptions: A qualitative study at a key university in China

The purposes of this micro-level, detailed qualitative study of a university faculty in a large city in China are threefold: to identify the sources of institutional promotion criteria, to illustrate the experiences of frontline faculty members with these criteria and their perceptions of them, and to discuss the possible bearings of the findings on the modification and reform of the existing system for faculty evaluation and promotion in China. The data and analyses suggest that promotion criteria at the institutional level are largely influenced and determined by the policies that are developed by regimes at the national level. My research further suggests that faculty members are highly reflexive and pragmatic with respect to external definitions of scholarship. Future efforts in faculty evaluation and promotion might need to move the locus of the teaching criteria for promotion to the departmental and workgroup levels and broaden the research criteria to include faculty “knowledge application.” Research work may need to be reviewed for content rather than evaluated in terms of language or quantity.     

A Feminist Perspective on Parental Leave Policies

This article focuses on the ways that three feminist theories—liberal feminism, cultural feminism, and feminist poststructuralism—might be used to craft parental leave policies. After examining each theory in detail, the article concludes by offering one example of an ideal parental leave policy that combines the best features of each theory to produce a policy that is responsive to faculty needs and works to change gender roles. Often faculty and administrators implement policies without truly thinking through the theories that underpin the policies. This article provides the tools to help create theoretically informed policy. Margaret W. Sallee received her M.A. in Higher Education and Student Affairs from The Ohio State University and is currently a Ph.D. student and Research Assistant in the Center for Higher Education Policy Analysis at the University of Southern California. Her research focuses on faculty work lives and the influence of gender on graduate student socialization.     

Workplace Faculty Friendships and Work-Family Culture

Although various work-family policies are available to faculty members, many underuse these policies due to concerns about negative career consequences. Therefore, we believe it is important to develop an academic work culture that is more supportive of work-family needs. Using network data gathered from faculty members at a Midwestern university, this study investigated the relationship between friendship connections with colleagues and perceived work-family supportiveness in the department. It also explored the role of parental status in the relationship for men and women. Results show that faculty with larger friendship networks have more positive perceptions of work-family culture compared to faculty with smaller friendship networks, for all faculty except women without children.     

新时期加强高校教师人力资源开发的思考

高校间的竞争，其实就是教师人才的竞争。高校要提高自身的整体竞争力，就必须加大教师人力资源开发力度。要从战略高度出发，统一思想认识，做好高校教师人力资源开发规划；要根据高校实际情况，制定一整套包括选人、用人、育人和留人等政策和措施；要突出重点，围绕学校学科建设的需要，增强人才引进的针对性和有效性；要与时俱进建立与教师人力资源开发配套的机制。     

ON THE HOME FRONT: HOW DO AGHE‐MEMBER INSTITUTIONS UTILIZE THEIR GERONTOLOGY PROGRAMS FOR AGE‐RELEVANT PLANNING AND DECISION‐MAKING?

Presidents of AGHE‐affiliated colleges and universities expressed a predominantly negative assessment of their elderly faculty members in response to a national survey (Kastenbaum & Schulte, 1988). They anticipated that the abolishment of mandatory retirement (scheduled for 1994) would lead to deterioration of instructional quality and scholarly productivity as well as a negative economic impact at their own academic institutions. However, very few of the responding institutions reported having completed studies relevant to this assumption. The present study is a follow‐up survey addressed not to the presidents but to the directors of all gerontology centers in the same academic institutions. The respondents were asked if their own administration had asked their assistance in matters concerned with the status and potential of elderly faculty. This study of gerontology on the “home front” finds that gerontological expertise is rarely sought by administrators on such topics as developing a plan for continued growth of older faculty members, new ways to utilize older faculty members, or personnel policies affecting older faculty members. The range of utilization across five items was between 3.26% and 7.09% of the 172 responding programs. Gerontology programs were somewhat more likely to initiate their own activities in these areas, ranging from 8.66% to 14.17%. Within the limits of this study, it appears that an academic institution's membership in AGHE does not necessarily signify a readiness to call upon its resident gerontologists with regard to age‐related issues on campus. The pattern of data from both surveys also suggests that (a) there i^r a nationwide emphasis on encouraging older faculty to take early r irement, (b) accompanied by a prevailing assumption that older faculty perform less adequately, although (c) little effort has been made to obtain and review data on the actual performance and potential of older faculty.     

Examining Non-Tenure Track Faculty Perceptions of How Departmental Policies and Practices Shape Their Performance and Ability to Create Student Learning at Four-Year Institutions

This study examines a major shift in the professoriate from tenure track to a non-tenure track faculty (NTTF), with two-thirds of the faculty now being off the tenure track. While some studies suggest negative outcomes as a result of students taking courses with NTTF, none of the studies examine the working conditions of the NTTFs. This qualitative case study fills that gap in our understanding through interviews with 107 faculty within 25 departments in 3 four year campuses examines and compares NTTF in departments that have supportive policies in place versus those that do not. The results presented in the findings clearly demonstrate that NTTF perceive that departmental policies shape their performance and ability to create quality learning experiences. Unsupportive policies impact preparation, advising possibilities, create poor curricular designs, result in missing key materials, among many other negative results. Findings identify a set of policies that negatively and positively shape performance and that can be the focus of changes among leaders on college campuses.