Academic Politics, Morale, and Involvement: Preliminary Findings of the Stanford Project on Academic Governance. [Report No.: SCRDT-Memo-100

Autor/inn/en	Ecker, George Paul; Baldridge, J. Victor
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	Academic Politics, Morale, and Involvement: Preliminary Findings of the Stanford Project on Academic Governance. [Report No.: SCRDT-Memo-100
Quelle	(1973), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Decision Making; Educational Administration; Educational Research; Governance; Higher Education; Institutional Research; Professors + Suchen Sie Ihr Suchwort? Fakultät; Decision-making; Entscheidungsfindung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsforschung; Pädagogische Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung
Abstract	This document was prepared as a preliminary report on the findings of the Stanford Project on Academic Governance, a comparative study of the politics of decisionmaking in colleges and universities in the United States. The project is using data gathered from faculty members and administrators in a sample of 249 colleges and universities, as well as information obtained from the College Entrance Examination Board (CEEB), the College Blue Book, and each institution's catalog. The study sought to answer 3 specific questions: (1) Who makes what decisions in colleges and universities? (2) What difference do these decisions make in terms of the conditions for professional involvement in teaching and research? and (3) What are the impacts of differences in decisionmaking structures in terms of faculty involvement in, or alienation from the academic governance process? In addition to answers to these questions, charts are presented indicating admission selectivity according to type of institution; enrolled-application ratio by type of school; financial resource base; average faculty size according to type of institution; student body size; library size; faculty age profile; percent of female faculty members; percent of faculty members holding Ph.D. or its equivalent; percent of faculty having published one or more books; and the percent of faculty members having published one or more articles. (Author/HS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01