Cultivating Faculty Support for Institutional Effectiveness Activities: Benchmarking best practices

This study examines faculty perspectives on accreditation-driven institutional effectiveness activities in higher education and measures the impact of four predictor variables on faculty perceptions about the importance of institutional effectiveness activities. The findings suggest that three variables are critical to faculty support for institutional effectiveness activities: (i) institutional motivation for pursuing these activities; (ii) level of involvement or participation in institutional effectiveness activities; and (iii) definition of quality. The findings suggest some best practices that institutions can use to cultivate faculty support for institutional effectiveness initiatives.     

Performance indicators in NHS libraries

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'Best Friends': A case-study of girls' reactions to an intervention designed to foster collaborative group work

In this article, we provide an account of how two high achieving girls reacted to a teaching intervention designed to foster collaborative group work. The study focuses on the varying aspects of the girls cultural practices as they experienced tensions and contradictions in their relationships with each other and with other pupils. Their main interest appeared to involve action to gain support for basic emotional security and the maintainance of their identity as high achievers. The girls were primarily influenced by a competitive individualist ideology which we believe was 'deviant' in terms of the values of the project, but not in terms of the values of the school.