Factors Which Are Associated with the Principal’s Behavior in Encouraging Teacher Participation in School Decision-Making

Abstract

The purpose of the study was to investigate the relationships between several factors associated with the role of the principal in regard to teacher participation in school decision-making, A multivariate analysis of the data collected from a 10 percent random sample of high school principals in California indicated that the principal’s personal role orientation and his perception of the expectations of his faculty and immediate superior were significantly related to his behavior in encouraging teacher participation in school decision-making.     

From serving students to serving the economy: Changing expectations of faculty role performance

In this article, it is argued that academic managers in state bureaucracies and universities are changing their expectations of faculty role. Such changes are generally justified as a necessary response to the fiscal crisis faced in many states. The nature and degree of these changing expectations are assessed through analysis of the goals and objectives addressing teaching, research and service in state, system and university planning documents as these bear on a single university over a ten year period (approximately 1970 to the present). Next, faculty behavior, as indicated by university statistics based on faculty activities reports, is examined to see if it is changing to conform to emerging managerial expectations. Finally, these changing role expectations are looked at in light of shifts in role resources.In the main, it is concluded that managers currently expect faculty to be more productive in specific ways: training students for high tech, high cost, high return jobs; securing more and more research monies; serving the public by linking research to industrial revitalization. However, managerial expectations may be based more on their perceptions of what is the most likely source of increased funding than on a realistic assessment of resource possibilities. Thus, changing managerial role expectations for faculty may simply result in greater managerial control of the university.     

Assessing service in faculty reviews: mentoring faculty and developing transparency

Universities generally have clear expectations for teaching and scholarship, and often a faculty member’s publications, research and scholarship are the primary factors in tenure and promotion decisions. Many universities do include service as one component in annual reviews as well as in assessing progress toward tenure and promotion. Unfortunately, criteria for evaluating service are often not specified. Having vaguely outlined expectations for service sends a message that service does not matter, ultimately doing a ‘disservice’ to faculty who need guidance on appropriate levels of service. As much as possible, department chairs, governance bodies that represent the faculty, and administrators who are responsible for evaluating faculty need to ensure that faculty members understand how they will be assessed in the area of service and to make evaluation in this area as transparent as possible.     

Lakota Undergraduates as Partners in Aging Research in American Indian Communities

Studies have established the beneficial role of engaging students in research at both the graduate and undergraduate level. Authentic research experiences serve as a tool for instruction where students are actively involved in the process of discovery, the scientific method, and advancing existing fields with scientific data. Further, students report that they enjoy such experiences, making them more likely to pursue and maintain active careers in the sciences. Engaging minority students as active partners in faculty research not only involves them in the scientific process, but also enables others to gain access to minority participants in a culturally-appropriate manner. This paper focuses on the mutually beneficial role of American Indian students as active partners in faculty research on aging, where they played a vital role in the development and completion of the project. The benefits for the students included high retention rates for a typically at-risk group of college students, a mentoring relationship with a faculty member, and opportunities to blend their cultural background with the college experience.     

Building a support system toward tenure: challenges and needs of tenure‐track faculty in colleges of education

This article describes the experiences, perceptions, and available support systems of untenured faculty from a south eastern United States public university system in their progress toward tenure. Survey results were used to develop a model support system for new faculty. Data were collected from an online survey sent to 191 tenure‐track faculty in colleges of education, yielding a 50% (n = 96) response rate. The following research questions guided this research: (a) What are the expectations for teaching, research and service in the colleges of education surveyed? (b) In what ways are untenured faculty supported and/or mentored? (c) What kind of support system(s) need(s) to be in place to assist new faculty in balancing teaching, research, and service expectations? In this mixed‐methods study, respondents were asked about their workload, expectations for tenure, and formal and informal support they received on the tenure track. Untenured faculty reported stressful and unbalanced lifestyles, and work expectations exceeded assigned workloads for several institutions. A new faculty comprehensive support system model is suggested.     

Navigating the Personal Challenges and Sociopolitics of Doctoral Supervision

ABSTRACT

Faculty members are important agents in the socialization of doctoral students into academia, but little training is available in preparation for the role of doctoral supervisor. In this self-study, we consider the personal and sociopolitical challenges that Kevin faced as an early career teacher education faculty member who had just begun supervising doctoral students. Data sources included Kevin’s reflective journal and regular debriefing discussions between Kevin and his critical friend, Tim. Data were analyzed with a focus on identifying turning points in Kevin’s understanding of his practice. This resulted in the construction of three themes related to (a) subjective theories drive doctoral education, (b) working through insecurities and the imposter syndrome, and (c) the sociopolitics of higher education. Results are discussed with reference to the self-study literature and socialization into higher education faculty roles. Recommendations are provided for the preparation of faculty member to fill roles as doctoral supervisors.     

Professional Development Plans to Remedy Problematic Counseling Student Behaviors

Professional development plans (PDPs) are contracts used to address problematic student behaviors in counselor education. The PDP can be used to systematically document and address (a) faculty expectations of the student, (b) specific behaviors required of the student, (c) tasks in which the student and faculty will engage to facilitate student success, and (d) consequences if the student does not successfully address the expected tasks and engage in the required behaviors. A sample PDP is provided, and practice suggestions are discussed.     

Does the reputation of a faculty member’s graduate programme and institution matter for labour market outcomes?

For a future faculty member the choice of which graduate programme and institution to attend is considered to have important implications for securing academic employment, developing skills to succeed in academia, and yielding positive returns on investment of time and money in education. Yet does it matter where a faculty member attends graduate school – and if so, is it the reputation of the programme or the institution that matters most for his or her labour market outcomes? In this study, we used nationally representative data from the U.S. to estimate the relationship between a faculty member’s graduate programme and institution and their institution of first academic employment, research productivity, and salary. Our findings suggest that the reputation of one’s graduate department may factor more heavily than reputation of institution in the type and level of institution at which he or she is first employed, while graduate institution reputation has notable marginal, positive benefits associated with research productivity and salary. We discuss implications for the influence of graduate education on academic careers.     

Broadening the scope of scholarship: A suggested framework

Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyer's categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul University's School for New Learning. The proposed framework includes assumptions regarding scholarship, expectations for faculty relative to scholarly activity, and definitions and criteria for the four forms of scholarship. The authors offer the framework in the hope that it will stimulate a reexamination of the nature of scholarship at other institutions as well.The authors are a group of academic professionals comprised of faculty and academic advisors from the School for New Learning, DePaul University in Chicago, Illinois. Morris Fiddler is an Associate Professor and received his Ph.D. from the University of Minnesota. His primary research interests include adult learning and medical genetics. Susan McGury obtained her Ph.D. at the University of Reading and is an Assistant Professor with special research interests in art history and literature. Catherine Marienau is an Associate Professor and received her Ph.D. at the University of Minnesota. Her primary research interests are adult learning and women's development. Russell Rogers received his Ph.D. from Michigan State University and is an Associate Professor as well as serving as the Director of the M.A. Program in Integrated Professional Studies. His research specialties include higher education and organizational behavior. Warren Scheideman has an M.A. from DePaul University, and he serves as a Senior Academic Advisor. His research interests include pedagogy and adult learning.     

基于元分析的高校科研与教学关系论

教学与科研是高校发展的两大主题,笔者采用元分析视角探索教师科研与教学两种能力的关系。通过对源于CNKI和SPRING数据库1987-2016年间1328篇相关文献的30篇元分析,得出教师科研成果与其教学业绩存在显著相关的结论。从高校人才培养角度看,教师科研成果对其教学业绩也存在显著正向影响。就各类高校而言,教师科研成果对教学业绩的影响存在显著异质性,在综合型（地方综合性大学等）大学人才培养过程中,学校教师的整体科研成果对其教学业绩的影响程度最大;在研究型大学（即985和211高校等）学校整体科研水平对教学绩效的影响程度次之;而教学型大学（应用型高校、新建地方本科院校和独立学院）的科研成果对教学业绩的影响程度最弱;最后,探索了教师激励制度可能调节二者之间的关系变量,并提出未来研究的方向。     

Defending the Community College Equity Agenda By Thomas Bailey and Vanessa Smith Morest

The current rhetoric around using data to improve community college student outcomes with only limited research on data-driven decision-making (DDDM) within postsecondary education compels a more comprehensive understanding of colleges’ capacity for using data to inform decisions. Based on an analysis of faculty and administrators’ perceptions and behaviors at 41 community colleges that participated in an initiative to improve student success, an argument is presented to include social capital as an explicit component of the capacity of community colleges for using data on student outcomes to increase student success. Building on Newmann, King, and Rigdon’s (1997) conceptualization of schools’ organizational capacity to meet accountability expectations and Smylie and Evans’ (2006) exploration of the role of Coleman’s (1988) social capital in policy implementation, this study found a relationship between the presence of forms of social capital as part of the organizational capacity for DDDM and the frequency and extent of data use among faculty and administrators. In light of research on organizational learning that suggests that social capital creates opportunities for the creation of new knowledge—such as possible solutions for persistent problems of student success—and research on organizational routines as mechanisms for change and preservation in organizations, this article concludes with recommendations for community colleges undertaking data-driven educational reform.     

“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations

Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.     

Expectations of higher education students: a comparison between the perception of student and teachers

Higher education institutions are ever more interested in the development of tools that enable them to evaluate and manage the expectations of their students with the purpose of attracting and keeping them satisfied. This research compares what the faculty believes the students expect from a higher education institution with the expectations of students entering higher education. A quantitative study was performed with students from a higher education institution through the application of a questionnaire covering 32 different expectations. The perceptions of the faculty were also collected through the same questionnaire, suitably adapted. The results of the investigation demonstrated differences in thinking between students and professors, with 19 variables representing student expectations that showed statistically significant mean differences. In 13 variables the students had greater expectations than the faculty believed, while for six variables the faculty indicated higher expectations than the students declared. Identifying the existence of this gap in knowledge will allow the higher education institution to adjust its services to the expectations of students, leading them to greater satisfaction.     

A Field Study of Adjunct Faculty: The Impact of Career Stage on Reactions to Non-Tenure-Track Jobs

As universities increasingly employ adjunct faculty in both teaching and research positions, how these individuals experience their jobs becomes of greater concern. This study uses both quantitative and qualitative data from a sample of 105 non-tenure-track instructors and research associates to examine the work experiences of adjunct faculty. The article examines both the advantages and disadvantages associated with this type of employment. In addition, the article examines how career stage influences individuals' reactions to these positions. Specifically, the results suggest that adjunct faculty in late career generally demonstrate more positive job attitudes and work behaviors than adjunct faculty in earlier career stages. The article concludes with implications for the more effective management and utilization of adjunct faculty.     

A comparison of scholarly productivity among current professors who obtained terminal degrees

ABSTRACT

Although scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.     

Back to the Faculty: Transition from University Department Leadership

This study examined the perceptions and concerns of current academic department chairs as they consider the transition to full responsibilities as a faculty member after the completion of a term in this leadership role. Currently, little research has focused on the dynamics of this transition process. Findings indicated that most department chairs planned to return to faculty positions and that a primary concern was reconstructing research agendas with minimal support. The discussion proposes ways in which institutions can support the return of former chairs to a faculty position that demands and rewards achievement in teaching, research, and service. These findings have implications for influencing policies and procedures relative to securing and continuing quality leadership and faculty productivity at the departmental level.     

Publication Productivity among Doctoral Graduates of Educational Psychology Programs at Research Universities before and after the Year 2000

Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among doctoral graduates of educational psychology programs at research universities before and after the year 2000.     

A behavioral change model with implications for faculty development

A model of voluntary behavior change is developed and applied to faculty in higher education and the process of instructional innovation. The model identifies individual and organizational variables that determine whether or not a faculty member will change his instructional practices by adopting methods, techniques, or ideas that are new to him and the likelihood that he will succeed if he decides to try to innovate. Some implications of the model for faculty development programs are discussed.     

‘She's not good with crying’: the effect of gender expectations on graduate students' assessments of their principal investigators

This paper explores how gender influences the way that faculty members are held accountable to gendered societal expectations related to scientists, faculty members, and leaders. In particular, women faculty members in the sciences, particularly those who lead large research groups, may be at a triple disadvantage: they must act in ways that contradict ideals of femininity in these multiple aspects of their professional lives. The data for this inductive, largely exploratory analysis come from a mixed-methods qualitative study of five chemistry research groups at a research-intensive US university. I find that gendered expectations do impact the way that men and women faculty are evaluated by their students, particularly the way that women faculty are judged.     

The role of the e‐tutor in synchronous online problem‐based learning: A study in a Master Public Health Programme

The aim of this study is to compare the role of the tutor in an online and a face‐to‐face problem‐based learning (PBL) session to shed light on potential differences of the tutor role in both settings. In this practice‐based study we compared the two groups with the same tutor undertaking the same module. Students completed questionnaires about tutor performance, student characteristics and the module. Marks on the end‐of‐module test were analysed. The tutor was interviewed about his expectations and experiences. One session of each group was recorded and analysed qualitatively. Results show tutor tasks appeared to be comparable in both settings with regard to “content and pedagogical content knowledge,” “group dynamics,” “process instruction” and “intermediary between faculty and students.” The face‐to‐face group rated tutor performance lower than the online students. Students and tutor identified the absence of nonverbal cues as a limitation of online PBL. In online sessions the tutor additionally provided technical support and moderated the chat box. It is recommended to involve an extra person in online sessions who is responsible for technical issues. This person could also check the chat box for messages of students. Future research should focus on the necessity of an extra tutor training for online sessions.