Why Does the Faculty Resist Change?

Autor/in	Tagg, John
Titel	Why Does the Faculty Resist Change?
Quelle	In: Change: The Magazine of Higher Learning, 44 (2012) 1, S.6-15 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2012.635987
Schlagwörter	Stellungnahme; College Faculty; Resistance to Change; Teacher Role; Teacher Participation; Educational Change; Barriers; Teaching Conditions; Tenure; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Fakultät; Lehrerrolle; Bildungsreform; Lehrbedingungen; Unterrichtsbedingungen; Amtszeit; Beschäftigungsdauer; Teaching; Lehrberuf
Abstract	Faculty members who led change initiatives often express frustration at the roadblocks created by other faculty members or groups. In 2009 George Kuh and Stanley Ikenberry undertook a survey of provosts for the National Institute for Learning Outcomes Assessment to explore the state of student learning assessment. They found that "Gaining faculty involvement and support remains a major challenge..." Sixty-six percent of provosts at all institutions said more faculty engagement would be helpful, and "about four-fifths of provosts at doctoral research universities reported greater faculty engagement as their number one challenge". In order to make substantial improvements in colleges and universities, the author stresses the need to understand and address the sources of faculty resistance. He argues that it is necessary to not only design change for institutions but redesign institutions for change. (Contains 15 resources.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10