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Author: Arnold Edward Joyal
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 52
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Book Description
This publication presents information which describes how colleges and universities are utilizing their faculties in policy development and improvement of college administration. This material includes the results of a questionnaire based on current practice in 225 of the 284 colleges and universities which were members of the American Association of Colleges for Teacher Education when this study was initiated. A comparison is made between these results and those of a similar study conducted in 1933.
Author: Arnold Edward Joyal
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 52
Get Book Here
Book Description
This publication presents information which describes how colleges and universities are utilizing their faculties in policy development and improvement of college administration. This material includes the results of a questionnaire based on current practice in 225 of the 284 colleges and universities which were members of the American Association of Colleges for Teacher Education when this study was initiated. A comparison is made between these results and those of a similar study conducted in 1933.
Author: University of Washington. Center for Development of Community College Education
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 48
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Book Description
Author: Arthur J. Misner
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 764
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Book Description
Author: Pauline Faye Hunter
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 504
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Book Description
Author: John J. Kowal
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 224
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Book Description
Author: Alden J. Carr
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
Author: Carol Everly Floyd
Publisher: Study of Higher Education
ISBN:
Category : Education
Languages : en
Pages : 134
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Book Description
The literature concerning higher education and generic organization theory is reviewed to address various questions relating to faculty participation in institutional decision-making. Attention is directed to: the rationale for faculty participation, alternative types of participation, participation in academic senates, participation by functional area, participation at the system and state levels, participation and centralization/decentralization, strengthening consultative processes, and increasing faculty satisfaction and participation. Generic organization theory provides extensive reasons why participation in organizational decision-making can improve employees' satisfaction and performance. Types of faculty participation in institutional decision-making are separate jurisdictions, shared authority, and joint participation. Faculty participation can involve curriculum design, faculty personnel status, selection and evaluation of administrators, planning, budgeting, and planning for retrenchment or financial exigency. Joint faculty and administrator efforts may focus on four important areas: rebuilding collegial foundations, shaping the consultative framework, increasing the availability of information, and facilitating group deliberations. Areas for further analysis are suggested. (SW)
Author:
Publisher:
ISBN:
Category : Teacher participation in administration
Languages : en
Pages : 128
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Book Description
Author: AAHE Task Force on Faculty Representation and Academic Negotiations
Publisher:
ISBN:
Category : Teacher participation in administration
Languages : en
Pages : 88
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Book Description
Author: Michael T. Miller
Publisher: IAP
ISBN: 1617356018
Category : Education
Languages : en
Pages : 147
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Book Description
The number of staff members serving American higher education institutions has more than doubled in the past twenty years, as occupations in technology, development, government relations, and even athletic administration have grown as never before in the history of the academy. As the number, variety, and importance of these positions have grown, so has the need for their involvement in determining the direction and vision of the contemporary university. Often in opposition or cast in a competing light, staff governance bodies are positioned within the governance framework of faculty, students, trustees, and even legislatures, all bound together by formal and legal authority guidelines. The current volume is among the very first to explore this landscape, and begins with a critical evaluation of the context of how staff are involved in decision-making. The text devotes six chapters to an in-depth exploration of the environment where staff governance is used: in private and community colleges, with athletics and student affairs, in collective bargaining environments, and how the inclusion of staff can be an asset to institutional self-determination. The final section describes the array of topics staff governance bodies address, and shares a case study of one professional administrator who chaired a staff senate. The concluding chapter outlines the implications in policy formation, evaluation, and agenda setting for the involvement of staff in the higher education community. The book is a must read for new, senior college administrators, staff governance leaders, practitioners in human resource management, those concerned about democracy in education, and scholars studying higher education management.
