The manager of academic outreach: A role of consequence to university survival and growth

University managers of academic outreach need more than commitment, experience, and administrative ability to ensure effective delivery of outreach programming and services. They also need outstanding skills in communication, persuasion, and negotiation to win and maintain active faculty/administrator support for outreach activities. Failure to generate such support will make it impossible for outreach managers to deliver effectively and consistently on the promise and implications of the outreach concept.     

Facilitating conditions for farmer learning behaviour in the student-to-farmer university outreach

Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach.

Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour.

Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β?=?0.380; t?=?5.263; P?β?=?0.182; t?=?2.081; P?Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation.

Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions.

Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach.     

Counseling center outreach: A guide to simple,inexpensive programming

Specific strategies for psychological, health, and academic outreach at a university counseling center are presented. Primary and secondary preventative programs targeting three identified group-students, faculty/staff and resident assistant-are discussed. All strategies presented require a minimum of staff and financial resources. Effectiveness as measured by percentage of target population reached is presented. It is suggested that the communication of effective outreach strategies may encourage other student service agencies to adopt and expand upon the programming.This work was completed while the author was director of the Counseling Center, University of Maryland, Munich Campus.     

国际贸易人才综合素质与企业需求匹配分析——以宁波大学国际贸易专业为例

通过对宁波100多家外贸企业进行的国际贸易类人才适应需求的问卷调查,从知识和能力两个维度对宁波大学国际贸易毕业生的综合素质与企业需求进行了对比与分析,反应出了宁波大学国际贸易毕业生的知识和能力与企业的要求还有一定差距。因此,需要重新定位培养目标,优化课程设置,重视学生实践能力的训练,增强师资力量,培养服务于地方的高素质应用型、复合型人才,提升学生就业的竞争力。     

河北铁通传输网络的演进策略

本文从分析河北铁通的业务及网络现状出发,给出了河北铁通目标网络架构,通过对业务需求预测,提出了业务运营网络规划建议方案,以使河北铁通能在激烈的竞争环境中赢得主动。     

Faculty and department head preferences for dealing with retrenchment demands

A random sample of faculty members and department heads rated the acceptability of alternative responses to financial retrenchment pressures within a framework created by a fictitious but realistic scenario. Relatively few differences were found among the recommendations and/or preferences of department heads, tenured faculty, and nontenured faculty. There was a strong preference for protecting the instructional program even at the cost of research and service activities. Several findings, including the preference for reductions in noninstructional rather than instructional programs, were consistent with a self-serving hypothesis. Respondents from departments with recent enrollment declines were more willing than other respondents to accept heavier work loads as a response to retrenchment pressures. Implications for planning processes were discussed.     

A Simple and Effective Program to Increase Faculty Knowledge of and Referrals to Counseling Centers

The authors describe a simple, cost‐effective, and empirically supported program to increase faculty referrals of students to counseling centers (CCs). Incoming faculty members at 3 universities received a mailing and personal telephone call from a CC staff member. Faculty assigned to the outreach program had greater knowledge of and rates of referral to CCs than did faculty who received only standard information at faculty orientation. Recommendations for the implementation of this program are discussed.     

Predicting faculty interest in student advising in the community college

The primary purpose of this study was to identify any significant relationships between a measure of faculty interest in counseling activities (PAICT) and nine selected student advising experiences. The research setting was a community college of 12,047 students. A stratified, random sample of full-time faculty was selected to complete the PAICT measure, and a cluster random sample of their students were used to obtain self-reported experiences of the advising activities. Only 11% of the variance was accounted for between the faculty PAICT scores and the self-reported advising experiences of their students. There was 17% of the variance accounted for between faculty PAICT scores and eight personal characteristics of their students. The findings indicate that the faculty interest in advising does not affect the way students are advised.     

Seven strategies for enabling faculty success in distance education

Many challenges associated with distance education and technology integration initiatives focus on faculty issues and concerns. This article analyzes these difficulties by identifying from the literature current trends affecting faculty, faculty motivators, and faculty challenges. Then, following this review and analysis, the article presents seven strategies for university administrators and faculty to consider as part of their own strategic plan to mitigate faculty concerns and ensure program success. The seven strategies discussed include the following: (1) enable colleges and departments to accept more responsibility for distance education activities; (2) provide faculty more information about distance education programs and activities; (3) encourage faculty to incorporate technology into their traditional classrooms; (4) provide strong incentives for faculty to participate in distance education; (5) improve training and instructional support for distance education faculty; (6) build a stronger distance education faculty community; and (7) encourage more distance education scholarship and research.     

哈佛大学的东亚研究

哈佛大学的东亚研究之所以在海外处于领先地位 ,主要得益于哈佛浓厚的学术研究空气、高水平的师资队伍、严格的学术管理制度、良好的图书资料条件和频繁的学术交流活动。通过对哈佛在东亚研究方面情况的了解 ,可以使我们管窥到海外汉学研究的一斑     

论高校公众协调的分众传播策略

公众协调是高校公共关系的重要内容。高校公众协调要以人为本,运用分众传播策略,针对学校的教职工、学生、家长、政府、媒介、校友和社区等各类公众的不同需求,开展不同内容、不同形式、不同目标的传播活动,取得各类公众的信赖和支持,形成合力,构建高校和谐的公共关系环境。     

Creating do‐it‐yourself customers: How great customer experiences build great companies by Peter C. Honebein and Roy F. Cammarano

Peter C. Honebein is a business consultant and adjunct faculty member at Indiana University and University of Nevada, Reno, with a Ph.D. from Indiana University. He is the author of numerous articles and the book Strategies for Effective Customer Education. Roy F. Cammarano is a business consultant and a former division president with Premiere Global Services. He has been a contributing editor to Success magazine and is the author of the award‐winning book Entrepreneurial Transitions. Creating Do‐It‐Yourself Customers: How Great Customer Experiences Build Great Companies (ISBN 0–324–31154–0) is published by Thomson Higher Education. This publisher may be reached at 800‐423‐0563.     

Career Incentives and “Publish or Perish” in German and U.S. Universities

Increasingly, faculty members are rewarded financially for prestige-maximizing publications. As a result, the balance between publishing and other activities such as teaching or public service may collapse, as argued by Leisyte, Enders, and de Boer (2009). In our paper, we focus on career-related rewards and study their impact on publication productivity to see whether economic incentives do indeed affect faculty behavior, as measured empirically. We compare economic incentives resulting from two different career systems, namely those within the German and the U.S. university systems. We derive three hypotheses regarding expected publication patterns and test them by comparing the lifetime publication patterns of German and U.S. business and economics faculty members.     

Perceptions of STEM-based outreach learning activities in secondary education

We investigated and compared the learning environment perceptions of students, teachers and guides who participated in Science, Technology, Engineering and Mathematics (STEM)-based outreach activities in secondary education. In outreach activities, schools and teachers work together with companies and other external institutions in learning activities in order to motivate students for the STEM domain. In this study, we identified characteristics of outreach activities that explain variance in perceptions of students. Data were gathered from 729 high-school students as well as 35 teachers and guides in 12 activities both in the US and the Netherlands. A questionnaire was used to asses outreach activities based on subscales from validated questionnaires such as the What Is Happening In this Classroom, Constructivist Learning Environments Survey, Classroom Environment Scale and the Learning Climate Questionnaire. Teachers’ perceptions were more positive than students’ perceptions for most scales, while guides perceived the outreach learning environment in almost the same way as students. Student perceptions were very positive for outreach activities. Outreach activity characteristics such as teaching method and emphasis were found to be the most important factors in explaining variance in students’ perceptions between activities. Long-term problem-based activities and the perspective of new views of science and scientists were perceived as providing the most positive learning environments. Additionally, outreach learning environments can create opportunities to increase students’ motivation in STEM.     

Transformational Journey of Educators in Technology: A Study of Tenured Business Faculty

ABSTRACT

Recent statistics show faculty in higher education question the value and legitimacy of online education as a viable educational format and are, therefore, less accepting of online degrees. The focus of this study was on business faculty and online education through the theoretical framework of transformative learning. Specifically, tenured faculty members who were initially resistant to teaching online – changed their perspective – and came to value and teach online business curriculum. To examine this phenomenon, a survey was distributed to business faculty worldwide. Qualified responses were received from 206 survey participants. The findings suggest that while business faculty, including those tenured, are resistant to teaching online and prefer to teach in a face-to-face environment, a perspective change toward teaching online resulted after spending time reflecting on various factors considered key to a successful entry to online teaching.     

Action Learning and Research at George Washington University

Action learning has emerged as one of the most effective and powerful teaching and learning approaches used in graduate studies in human resource development at George Washington University (GWU). In this article, both faculty and student perspectives are presented to describe action learning teaching, research, and organizational interventions. First-hand experiences of doctoral students with action learning sets are presented in their own words. Students benefit from action learning experiences by building strong networks of personal and professional support. Improved group processes and greater interaction between executive level students and faculty have resulted in a strong doctoral cohort experience for Executive Leadership Program students at GWU. The initial energy to generate action learning programs in students' organizations requires active faculty involvement and follow-up to ensure that organizations accept and benefit from action learning programs. HRD (human resource development) faculty can profit from additional orientation and understanding of action learning to incorporate this methodology into their courses and problem-solving activities.     

A Kantian approach to the dilemma of part‐time faculty

The author addresses the growing concern with part‐time employment within the academy and argues that reliance on part‐time faculty in universities is morally wrong because this practice violates Kant's respect for persons principle. Further, because universities benefit from the employment of part‐timers, the latter are exploited for gains in the universities' end, which undermines the very moral nature of education as a business practice between and among persons. To maintain morality in higher education, universities have a duty to provide a living wage and meaningful work for their employees.     

Counseling center outreach: A guide to simple,inexpensive programming

Specific strategies for psychological, health, and academic outreach at a university counseling center are presented. Primary and secondary preventative programs targeting three identified group-students, faculty/staff and resident assistant-are discussed. All strategies presented require a minimum of staff and financial resources. Effectiveness as measured by percentage of target population reached is presented. It is suggested that the communication of effective outreach strategies may encourage other student service agencies to adopt and expand upon the programming.     

Evaluating the effectiveness of university widening participation activities in rural Australia

This article explores the effect university widening participation activities have had in improving access to university of students from rural government-run schools in New South Wales, Australia. An effective effort to evaluate the success of widening participation programs in rural Australia, specifically New South Wales, has not been achieved to date. This article addresses this issue in three distinct ways. First, previous efforts to evaluate widening participation effectiveness are explored and their successes and failings are described. Second, a method to rigorously evaluate university-run outreach programs in Australia’s unique socio-cultural context is constructed and explained. Third, this method is employed using a sample of Australian rural schools to evaluate outreach effectiveness. A mixed-method design combining multilevel growth models and in-depth interviews of careers advisors revealed teacher support of university outreach presence in schools did not necessarily translate to an opinion of outreach effectivity in raising university access levels. This was supported by quantitative analyses showing widening participation efforts in rural New South Wales have had little to no effect on the progression of rural students to university between 2010 and 2016.