Always at Odds? Creating Alignment between Faculty and Administrative Values

Autor/in	Wright, Mary C.
Titel	Always at Odds? Creating Alignment between Faculty and Administrative Values
Quelle	(2008), (107 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-7914-7367-2
Schlagwörter	Research Universities; College Faculty; College Instruction; Value Judgment; Semi Structured Interviews; Teacher Administrator Relationship; STEM Education; Educational Policy; Social Networks; Communities of Practice; Interprofessional Relationship; Department Heads; Science Departments; Case Studies; Leadership Styles; Alignment (Education); Teaching Conditions; Job Satisfaction + Suchen Sie Ihr Suchwort? Forschungseinrichtung; Fakultät; Hochschullehre; Werturteil; STEM; Politics of education; Bildungspolitik; Social network; Soziales Netzwerk; Community; Case study; Fallstudie; Case Study; Führungsstil; Lehrbedingungen; Unterrichtsbedingungen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	In surveys, research university faculty often report that they value teaching more than their departments do. This incongruence holds implications for job satisfaction, stress, time spent on teaching, organizational continuity, and even student evaluations. Using an interactionist view of organizations, Mary C. Wright examines the reasons for this lack of agreement between the individual's values and perceptions of organizational leaders' views. She also examines departments in which there is a consensus about the value of teaching, specifically how formal policies, social networks around teaching, and chair leadership can offer an alternative work environment, or a culture of congruence around instruction. The practices and organizational arrangements of these departments offer lessons for administrators, faculty, and faculty developers who wish to create universities conducive to instructional enhancement. Because this book features extensive case studies of science departments, it also holds implications for those interested in constructing productive work environments and enhancing student learning in STEM (science, technology, engineering, and mathematics) fields. Appended are: (1) Faculty Semi-Structured Interview Instrument; and (2) Chair Semi-Structured Interview Instrument. (As Provided).
Anmerkungen	SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10