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61.
Sue Shepherd 《Perspectives: Policy and Practice in Higher Education》2017,21(4):129-134
Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status. 相似文献
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Alyssa N. Bryant 《Research in higher education》2011,52(5):460-479
Based upon a national longitudinal dataset of 14,527 college students generated by the UCLA Spirituality in Higher Education
Project, this study used structural equation modeling to test the applicability of a model of ecumenical worldview development
for students of diverse genders, races, and worldviews. The model suggests that challenging co-curricular experiences and
the salience of religion and spirituality in academic encounters tend to provoke religious/spiritual struggles, which in turn
enhance ecumenical worldview. However, tests for model invariance revealed group differences in the applicability of the model.
Differences by gender and race/ethnicity are minimal in comparison to differences by worldview. 相似文献
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Michael R. Jolley Emily Cross Miles Bryant 《Community College Journal of Research & Practice》2014,38(2-3):218-230
In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff—faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013; Schuster & Finklestein, 2006). However, limited research exists on the working experiences of this major subpopulation of United States professors. The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures. 相似文献
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Sue V. Rosser 《Cultural Studies of Science Education》2014,9(2):433-439
Many aspects of the paper “What if we were in a test tube?: students’ gendered meaning making during a biology lesson about the basic facts of the human genitals” intrigue and warrant further exploration. This forum will focus on two particular areas: (1) An expansion of the companion meanings by examining how they resonate with themes forwarded by other feminist scholars who critiqued biology and reproduction. (2) A proposal of some pedagogical approaches that might provide solutions to de-center the prioritization of heterosexual male genitals and of facts over complexities in science. 相似文献
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