Literaturnachweis - Detailanzeige
| Autor/in | Tierney, William G. |
|---|---|
| Titel | Academic Work and Institutional Culture: An Analysis. ASHE 1988 Annual Meeting Paper. |
| Quelle | (1988), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Cognitive Structures; College Role; Faculty Development; Higher Education; Institutional Mission; Leadership; Organizational Climate; Performance Factors; Student College Relationship; Teacher Student Relationship |
| Abstract | How different institutions conceive of and construct knowledge is examined by delineating how they enact their conception of knowledge through curriculum. The contention of Burton Clark and others that disciplinary activity is primarily responsible for fomenting knowledge production is argued. It is suggested that institutions have a more powerful influence on how people define knowledge than previously thought. Knowledge is called a discourse constantly reconstructed over time and place. Three case studies ("Christian University,""Classics College," and "Cutting Edge College") show that institutions play a role in interpreting knowledge. Implications for institutional leaders are manifold since the ideological apparatus of the mission seems to play a more determined role than previously thought. The role of the faculty demands further analysis and reformulation. Pedagogical practices, teacher-student interaction, faculty-faculty interaction, and other cultural variables come into play by way of the participants' definition of knowledge. A way to think about reconceptualizing knowledge and the institution is to consider how faculty can create goals that reaffirm the unique nature of the educational process and their institutions. The discourse among faculty is related to how the institution creates, structures, and disseminates knowledge. One question that demands further analysis is what strategies organizational participants might use to offer students an understanding of their own relationship to the nature of knowledge. Contains 24 references. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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