论远程教育人员的道德建设

远程教育中教与学时空相对分离的本质决定了在开放、自由的教学环境下远程教育人员需要加强道德建设,以规范道德行为,确保远程教育质量和声誉。本文论述了远程教育的新定义,分析了各类远程教育人员的职责,阐明了加强远程教育人员的道德建设的必要性,提出了道德建设的指导思想、模型与目标,探讨了道德建设的三大内容和六种方法。该研究对加强教育技术人员的道德建设也有参考意义。     

Stress on campus: An interactional perspective

Faculty stress was investigated with the use of an interactional model of stress including roles, personal characteristics, coping strategies, and environmental characteristics. A random sample of 191 faculty members and 67 student-affairs staff members completed standardized measures of stress, strain, and coping resources and open-ended questions regarding sources of stress. Significant differences were found among faculty from different academic disciplines, between genders, and across semester time periods. Major stressors included time pressures, work overload, and interpersonal relationships. Body signals and poor interpersonal relationships were primary indicators of stress, and taking specific action and exercising were frequent coping behaviors. These findings have implications for administrative policy and faculty development programs.     

Staff development by stealth

An innovation in staff development in 1985 at Birmingham Polytechnic (now the University of Central England) led to the introduction of staff developers in all faculties. The faculty staff developers were ascribed a product-oriented model of practice. The model emphasises the delivery of material resources to enhance professional competence. To illuminate the model of practice implied by the innovation, a multiplicity of research methods were used, including participant observation. The faculty staff developers formed and promoted Faculty Learning Centres for which they had the support of the deans of faculties. Academic staff made mixed use of the facilities of the Faculty Learning Centres; on average they were satisfied with them, but they consulted the faculty staff developers very little. The author concludes that the product-oriented model of practice offers a limited contribution to the process of staff development. He prefers the eclectic model (Boud and McDonald 1981) which features negotiation between staff developer and client. This requires a broad range of expertise in the developers and carries implications for their selection, training and continuing support.     

A joint venture model for teaching required courses in ‘ethics and engineering’ to engineering students

We present our experience, spanning more than 10 years of teaching a course on ‘ethics and engineering’ for a group of MSc programmes in applied sciences at Delft University of Technology. The course is taught by a team of teachers from the faculty of Applied Sciences and from the department of Philosophy of the Faculty of Technology, Policy and Management, on a basis of complementarity and equality. We call it the Joint Venture teaching model. We conclude that the Joint Venture teaching model, in combination with the contents and teaching methods of the course, are successful. The course is a positively perceived element in the curricula. But we also point to a threat to the Joint Venture teaching model. As it may not be very attractive for staff from a technical faculty to participate in this kind of teaching, the availability of motivated and qualified staff from a technical faculty may be a problem. Mitigation of this threat requires sustained commitment from a technical faculty, and hence this is a necessary condition for a successful and sustained application of our teaching model.     

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 DEVELOPMENT GOALS AND PRACTICES IN U.S. COMMUNITY COLLEGES

The staff development goals and activities of United States community colleges were studied. A total of 1,315 questionnaires were mailed to community college academic deans in the spring of 1979. Of the 687 colleges responding, 413 indicated that their college had an organized staff development program or set of activities, and another 241 colleges indicated no such program at this time.

The results showed that the most frequently mentioned staff development goals of the 31 goals studied related to the improvement of the full‐time teaching faculty as opposed to part‐time faculty and other academic and non‐academic support personnel. Second, the most highly rated and used practices were travel and grants programs for faculty. Some of the least effective of 48 practices investigated were programs for the “faculty evaluation of college administrators” and “lighter than normal teaching loads for first‐year faculty.”

It is recommended that colleges offer a variety of staff development programs for each of their staff development groups and that research be conducted to determine participant perceptions of the usefulness of various staff development practices.     

Lights,Camera, Action: Facilitating the Design and Production of Effective Instructional Videos

This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between instructional support staff and faculty to produce video that will be meaningful to students and support their success in a class. In outlining this approach, the paper also explores technological and pedagogical considerations related to each of these steps that can help faculty and staff determine how best to incorporate video into online classes. Finally, supported by research on best video practices and with examples from our own experiences as instructional designers and instructors, the paper outlines how these steps relate to four broad categories of video: introduce, model, explain/inform and feedback.     

Arctic Space,Lonely Place: “Mammy Moments” in Higher Education

Many ideologies and cultural practices influence the way we think about Black women. Specifically, the Mammy trope permeates the walls of higher education in ways that leave Black female professors feeling disrespected, not acknowledged, and questioning their own intellectual ability. The ways in which students, faculty, and staff interact with Black female faculty members is termed accordingly as “Mammy moments.” “Mammy moments” are the overt and covert behaviors, attitudes, preconceived notions, and stereotypes that are held on, over, and against Black female professors. Historically, the Mammy trope is depicted as unintelligent, invisible, and self-sacrificing. The author argues that these same depictions are apparent in higher education. Black female professors are presented and represented as lacking the skills, knowledge, and capabilities to be a critically component and credible college professor.     

Staff Self‐Appraisal at the Departmental Level: A Case Study

The introduction of academic staff appraisal in higher education institutions in Australia will require a considerable expansion in staff development facilities. An important issue will be the relative emphasis to be placed upon central staff development units as against structures at the faculty or departmental level. This case study, conducted at Macquarie University and aimed at improving teaching in higher education, explores the Self‐Appraisal Workshop as one such structure and suggests that it provides a very useful format at the faculty or departmental level because it brings together people teaching similar course units. As a result it is easier to integrate aspects such as curriculum design, assessment policies, academic content and teaching methods, than it is at the central level where staff development workshops usually have a cross‐faculty mix. An evaluation, based upon student ratings of teaching, interviews and staff reflection on the process, suggests that the Self‐Appraisal Workshop is a valuable technique for staff appraisal and development.     

结合地方经济发展的高职双师型教师队伍建设创新——以无锡工艺职业技术学院为例

高等职业教育是现代高等教育的重要组成部分,高职院校师资队伍建设水平与人才培养的质量有着密切关联。“双师型”教师队伍是高职院校师资队伍建设的重要内容。高职院校要充分结合和运用地方经济发展的需要,扬长避短,彰显高职院校所具有的地方经济特色,整合和利用地方经济发展中的各种教育教学资源,强化“双师型”教师队伍建设,注重高职院校“双师型”教师队伍建设创新,不断提高高等职业教育师资队伍建设的水平。     

Student Opinion on Teaching: Threat or Chance for Dialogue/

The majority of research on faculty-student interaction has been primarily quantitative to date and has focused primarily on determining what kinds of interactions students have with faculty. This study furthers the literature on faculty-student interaction, taking a qualitative approach to examine what types of interactions with faculty students find meaningful. Our findings indicate that students appreciate the types of interactions that research shows benefits them the most, suggesting that there is less of a disconnect between the types of faculty behaviors that benefit students and the types of faculty behaviors that students appreciate than many might assume.     

The Impact of Alumni Status on Institutional Giving by Faculty and Staff

This study explores the association between propensity toward giving and personal and positional characteristics of faculty and staff across 3 years within a large, public, multi-campus higher education institution. Informed by the literatures on organizational identity and commitment, faculty and staff giving, and the higher education workforce, the study employs a hurdle analysis to estimate the predictors of likelihood of donating (the hurdle) and the amount given among those who donate. Following up on earlier research by the authors that demonstrated that academic employees and employees who are institutional alumni are more likely to give, the present study explores the interaction between these roles and offers a more powerful model for predicting the amount given. The results of this study have implications for understanding how organizational commitment and identification may be relevant in addressing giving, for institutional fundraising, and for building institutional loyalties.     

The relationship of role expectations to faculty behavior

This study examines sources of influence over 290 faculty members of a large public university. The role expectations a faculty member has for himself and the role expectations of the employing organization both predict positively and significantly the role behaviors of the respondents. The departmental colleagues' expectations predict significantly role behaviors for the research role only. In addition, the degree of person—role conflict a faculty member is exposed to is related to his productivity (research) but not to his satisfaction. The implications of the results are explored for both role theory and for the understanding of faculty behavior.     

Measuring faculty learning in curriculum and teaching competence online courses

Online education is used for a variety of purposes in higher education. Two such purposes are improving one's performance over time and understanding one's professional development in the context of online teaching and learning. Relying on data from online staff development courses delivered in five Spanish universities, this article explores online faculty learning through the lens of staff development theory. This theoretical perspective emphasizes the universities' quality assurance contexts and offers an empirical examination of the ways in which faculty members learn curriculum and teaching competencies (CTCs) in online staff development programmes. At the core of this analysis is the contention that faculty members understand and respond to quality teaching lessons and activities. Finally, this study highlights the points deemed important when designing, implementing, and evaluating Internet CTC training courses.     

论公立高校与教育职员的关系

高校行政人员实行职员制是高校人事分类管理的需要,旨在促进高校内部管理的专业化。国外公立高校与管理人员之间的关系的共同特点是:受公法调整,且大多纳入了司法审查的范围。我国公立高校与职员之间的关系属于内部行政关系,但当职员身份丧失时,这种内部行政关系就转化为外部行政关系,应纳入司法审查的范围。职员与教师之间的关系,实质上是职员所代表的公立高校与教师之间的关系。     

去行政化视域下的高校行政人员选用

行政人员的选用不当容易造成高学历浪费,专业技术资源争夺,行政人员与专任教师之间矛盾凸现,行政领导选任棘手,部门利益至上,部分教师不专心于教研等不良影响。高校可适当调整行政人员的选用办法,通过聘用低学历专职办事员,政策引导现有高学历行政人员转岗,实行岗位管理办法,推行行政管理人员职员制等办法,做到职责明确,人尽其用,进而推动行政部门由管理向服务转变、提升行政部门的服务意识与效能。同时政府部门要积极推动高校民主,实行学术自治、学生自治,在高校评估考核等方面也要有所改进。     

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.     

Leader Communication: Faculty Perceptions of the Department Chair

This project asked 202 randomly selected faculty members to evaluate the supportive and defensive communication and leadership behaviors of their department chair. The supportive behavior of problem orientation alone explained 43% of the variance in faculty ratings of chair job effectiveness. On the other hand, empathy explained 68% of the variance in faculty ratings of relational satisfaction with their department chair. In addition, a t test revealed that more effective chairs utilized all 6 of Gibb's supportive communication behaviors more, and 5 of 6 defensive behaviors less, than their more negatively evaluated peers. Second, a series of stepwise regression procedures explained 16% of the variance in bureaucracy scores, 69% of the variance in Machiavellianism, and 62% of the variance in transformational leadership. Finally, the communication behaviors of strategy, neutrality, and problem orientation explained 56% of the variance in faculty job satisfaction and strategy, neutrality, evaluation, gender, and age explained 41% of the variance in organizational commitment scores.     

ISO9000族标准对新建本科院校构建质量保障体系的启示

从ISO9000族标准中,新建本科院校可以得到很多关于如何根据自身特点来建立教学质量保障体系的启发。新建本科院校的教学质量保障体系应有明确的质量方针与质量目标,以确定全体教职员工的行为准则和努力方向;应明确部门的职责与权限、教职工的岗位职责和包含与质量有关的主要工作流程,以规范学校全体员工的工作行为;应设置教学质量管理办公室,以将学校教育教学质量管理工作落到实处。这些设想一旦变成现实,将有助于提高新建本科院校的教育教学质量。