The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition, the study examined why faculty chose to work, and remain, at their current institution. The role of some factors in faculty decisions to become and remain as academics was examined. The study also sought participants views on ways in which Canadian universities can attract and retain young individuals in academe.<p> This study is a case study of faculty at the University of Saskatchewan, Saskatoon. Gerring (2004) defined a case study as an intensive study of a single unit with an aim to generalize or transfer findings across a larger set of units. In understanding the factors influencing the decisions of Canadian faculty to choose and remain in academe, this study concentrated on one among others (Stake, 2005, p. 444) faculty members at the University of Saskatchewan, Saskatoon. All faculty members at the University of Saskatchewan, Saskatoon were invited to participate in the study through the University of Saskatchewans Personalized Access to Web Services (PAWS). Participants were provided with a Uniform Resource Locator (URL) link that directed them to complete the survey instrument. A total of ninety two faculty members participated in the survey. The data were collected between the months of October 2007 and May 2008.<p> It was found in the study that an individuals decision to pursue an academic career is a product of interrelated factors that are personal, social and environmental. The study found that motivations for pursuing an academic career are both intrinsic and extrinsic, but largely intrinsic. The study found that graduate school experience played an important role in participants decisions to become faculty members, and that financial considerations were unimportant in participants decisions to become faculty members. The study found that mentoring and awareness creation about the professoriate are important in attracting and retaining young individuals in academe.<p> This study has implications for universities, graduate programs and graduate faculty that could better enable aspiring faculty envision the professoriate and its demands. Educating aspiring faculty about the professoriate will provide them a rich, full understanding of academic life and faculty careers (Austin, 2002, p. 109). The study has an implication for aspiring faculty that the love of ones field and the desire to teach and do research is a pre-requisite for becoming a faculty member. The study found that an individuals decision to become a faculty is not exclusively influenced by personal or environmental factors, but by interrelated factors that are personal, social and environmental. An implication of the study is that a more interactive and holistic approach to understanding career decisions is necessary in academe. Such an interactive and holistic approach will provide a basis for understanding how to attract and retain young individuals in academe.

The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition, the study examined why faculty chose to work, and remain, at their current institution. The role of some factors in faculty decisions to become and remain as academics was examined. The study also sought participants views on ways in which Canadian universities can attract and retain young individuals in academe.<p> This study is a case study of faculty at the University of Saskatchewan, Saskatoon. Gerring (2004) defined a case study as an intensive study of a single unit with an aim to generalize or transfer findings across a larger set of units. In understanding the factors influencing the decisions of Canadian faculty to choose and remain in academe, this study concentrated on one among others (Stake, 2005, p. 444) faculty members at the University of Saskatchewan, Saskatoon. All faculty members at the University of Saskatchewan, Saskatoon were invited to participate in the study through the University of Saskatchewans Personalized Access to Web Services (PAWS). Participants were provided with a Uniform Resource Locator (URL) link that directed them to complete the survey instrument. A total of ninety two faculty members participated in the survey. The data were collected between the months of October 2007 and May 2008.<p> It was found in the study that an individuals decision to pursue an academic career is a product of interrelated factors that are personal, social and environmental. The study found that motivations for pursuing an academic career are both intrinsic and extrinsic, but largely intrinsic. The study found that graduate school experience played an important role in participants decisions to become faculty members, and that financial considerations were unimportant in participants decisions to become faculty members. The study found that mentoring and awareness creation about the professoriate are important in attracting and retaining young individuals in academe.<p> This study has implications for universities, graduate programs and graduate faculty that could better enable aspiring faculty envision the professoriate and its demands. Educating aspiring faculty about the professoriate will provide them a rich, full understanding of academic life and faculty careers (Austin, 2002, p. 109). The study has an implication for aspiring faculty that the love of ones field and the desire to teach and do research is a pre-requisite for becoming a faculty member. The study found that an individuals decision to become a faculty is not exclusively influenced by personal or environmental factors, but by interrelated factors that are personal, social and environmental. An implication of the study is that a more interactive and holistic approach to understanding career decisions is necessary in academe. Such an interactive and holistic approach will provide a basis for understanding how to attract and retain young individuals in academe.

Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher education (IHE). The purpose of the present study was to examine the motivations or influencers that impelled individuals to pursue careers in IHEs as professors in personnel preparation. Data were collected using Motivations for Choosing Academia as a Profession (MCAP) and a 10-item Big Five Inventory (BFI-10). Two hundred eighty-nine professors of education representing the four U.S. census regions participated in the present study. The MCAP is a 25-item instrument designed to measure retrospective motivation of faculty decisions to enter the professoriate. The development of the MCAP is described and an exploratory factor analysis was employed to examine the psychometric validity of the instrument. Three factors emerged and implications are discussed. Data were analyzed using logistic regression with the dichotomous outcome variable being the area of education in which the professor works (i.e., general or special education).

Darbo problema ir aktualumas. Šiandien konstatuojama, jog moterys ir vyrai vis dar nevienodai dalyvauja moksle siekdami mokslinės karjeros, nepaisant visuomeninių, teisinių bei edukacinių paskatų. Viena svarbiausių priežasčių, ribojančių moterų profesinius pasirinkimus tradiciškai vyriškose mokslų srityse yra profesiniai lyčių stereotipai, kurie sąlygoja būsimos profesijos pasirinkimą sąveikaudami su vidiniais motyvais, taip pat su socialine bei edukacine aplinka, ekonominiais bei kultūriniais veiksniais. Dauguma moterų savo vaidmenį sieja su darbo veikla, neatsižvelgiant į šeimos materialinę padėtį jos pasiryžusios siekti profesinės karjeros. Moterims darbas ne tik pragyvenimo šaltinis, bet ir galimybių realizavimo būdas. Mūsų visuomenė vis dar linkusi šeimos sričiai paskirti moteris, o darbo sričiai – vyrus. Visais laikais mokslas yra asocijuojamas su vyriškuoju pradu, tačiau mokslo raidai reikia daug pagalbininkų, todėl ir į moteris moksle dažniau žiūrima kaip į gerai parengtą pagalbinį personalą, o ne kaip į visavertį kūrėją. Darbo tikslas. Šiame magistro darbe tirsime, koks yra akademinio jaunimo požiūris į moterų ir vyrų dalyvavimą bei pasiekimus akademinėje veikloje (mokslo ir dėstymo srityse). Taip pat bus siekiama išanalizuoti bei palyginti moters mokslininkės ir vyro mokslininko įvaizdžius nacionalinėje akademinėje bendruomenėje. Tirsime, kaip studentai supranta lyčių galimybes moksle, skirsime dėmesio išsiaiškinti nelygybės suvokimo lygmeniui akademinėje veikloje... [toliau žr. visą tekstą] / The problem and topicality of the paper. Today it is stated that men and women are still unequal in pursuing academic career regardless of social, legal and educational incentives. One of the main reasons restricting women's occupational choices in traditionally male fields of science are occupational gender stereotypes that interacting with internal motifs as well as with social and educational environment, economic and cultural factors, influence on future career choices. Most women associate their role with work activity and in spite of family‘s material situation they are determined to pursue a professional career. For women their job is not only the way to earn their livelihood but also the way to fulfil their true potential. Our society still tends to assign the women‘s role to household and the family while work is considered to be men‘s domain. The paper‘s objective. In this master‘s paper it will be investigated the attitude of academic youth towards women‘s and men‘s participation and achievements in academic activities (science and teaching areas). Also, it will be analyzed and compared woman-scientist‘s and man-scientist‘s images in the national academic community, it will be studied student‘s understanding of gender possibilities in science area. The paper will also try to analyze the level of inequality perception regarding academic activity. The research hypothesis: 1. It is likely that the student group is dominated by stereotypical attitude towards academic... [to full text]

Globalisation is affecting all social sectors, including education in ways that was never thought of before. In South Africa the most changing environment is probably the education sector. Higher education institutions in particular are constantly forging ways to develop the human resource capital for the country despite the shrinking financial resources. The increased demand for quality education, greater efficiency, accountability and national viability constantly challenge academics such that they can no longer wait for management to provide them with the necessary skills and competences. The times are calling for academics to take initiatives to develop themselves for improved performance in their primary roles and in the education of the learners. This study was undertaken to determine the changing nature of radiography as a profession and field of specialization, the development needs of radiography educators and the preferred strategies that could be used to develop the necessary skills and competences. A qualitative research design was employed and data collected through the literature review and interviews. Unstructured questions were used in the interviews to obtain an in-depth understanding of the situation. Challenges faced by academic radiographers in South Africa were explored and new competences required by academe during the time of change explained. Focus was put on the primary functions of academe and that includes teaching, research, community service/service learning and learner supervision strategies that can be used to improve the role of academe were described. Conclusions and recommendations regarding human resource development of academe were drawn from the literature review and the empirical investigation. / Dissertation (MEd (Maximising Potential in Education and Training))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

This dissertation examines the concept of underrepresentation as deployed in scholarly and gray literature to describe the paucity of women in elite research and senior administration positions in Canadian universities. I explore the meaning of underrepresentation, drawing from research in organization studies, feminist and gender studies, philosophy, and political studies, to discuss the different ideas and assumptions that converge to define the parameters of women’s underrepresentation. I demonstrate how underrepresentation arises as an unproblematized claim in gender and organization theorizing and holds significant implications for women in its partial and reductive descriptions. This dissertation proposes a conceptual revisioning based on views of representation that allows for a more holistic consideration of women in organizations—in the context of my research, women in elite research and senior administration positions in academe. I adopt a dual-study research design to determine the shape and measure of women’s representation from the field. Using thematic analysis (TA), I review institutional texts pertaining to the Canada Research Chairs program (CRCP) and transcripts from my interviews with women in senior administration roles in Canadian universities. My findings confirm the need to augment the conceptual framework to include views of representation in order to achieve greater alignment between gender and organization theorizing and women’s lived experiences. I conclude that views of representation hold the potential to disrupt the problematic claim of underrepresentation, thus allowing for a more holistic and multifaceted understanding of women in organizations. My dissertation is an interpretivist-feminist project that exposes a conceptual problematic for the purpose of producing and advancing theory that is critically constructive rather than critically reactive, rooted in women’s experiences, self-aware and committed to supporting social action in favour of women’s full participation and gender equity across all facets of academic organizational life.

The purpose of this single case study was to describe community perspectives of a service learning (SL) partnership with a single university conferring a baccalaureate nursing degree. The longevity of the partnership extended the study purpose to explain why the partnership continued and worked well. A review of nursing literature revealed descriptive accounts of programs designed to meet needs of underserved populations and student learners. However, the review also revealed a knowledge gap in nursing education science regarding the community perspectives of successful SL partnerships. This study focused on relationships with the academe partner, interactions with students and faculty, and benefits of services rendered. Using a case study approach, the investigator sought disparate sources of information including interviews with 21 community members, the primary nursing professor, and the university administrator for rural health and community partnerships. The investigator reviewed relevant documents and made observations during nine days in the community. Triangulation of multiple data sources illuminated a relationship in which key players remained committed to mutual goals beyond immediate projects. Compelling findings were the a) immersed accessibility of the primary nursing professor who lived in the community, b) competency of community members to be expert teachers and set the agenda for the university’s involvement, and c) increased social connectedness that empowered a community to improve its health. The American Association of Critical Care Nurses Synergy Model (Hardin, 2009) was useful for understanding the synergistic relationship involving community partners, student learners, and nursing faculty. However, the broader themes of a community empowered through full integration into a partnership fit with social theories explaining interactions at the macro level as well as behaviors along a pathway of shared commitment. This case demonstrated that sustained interpersonal relationships were critical to developing the community’s integral role as full partner, and the primary nursing professor was a trusted link advocating judiciously for all parties. As SL pedagogy is integrated into nursing education with an emphasis on community-based education and health at the population level, findings of this study can assist nurse educators in the development and maintenance of successful community-academe partnerships.

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The main problem posed in this thesis is an epistemological one to do with what counts as knowledge in the organisation/management and management accounting areas of scholarship. This question arose regarding discrepancies between an original text, Burns and Stalker's The Management of Innovation (1961, 1966, 1994), and longstanding representations in the mainstream literature. The discrepancies were between the largely objectivist representations focussing on the relationship between organisation structure and environmental contingency, while omitting subjectivist factors and organisational processes, also significant in Burns and Stalker's analysis. The analysis in this thesis is concerned with two main questions: the similarities and differences between The Management of Innovation and mainstream representations; and explanations for these, particularly for the differences. The analytical framework is critical realist theory underpinned by an Hegelian dialectical methodology, looking at phenomena from different perspectives with inconsistencies addressed by a more holistic analysis. This thesis is based on a non-linear, multi-angled approach, which examines each of the two questions from different perspectives through two dialectical circles. A detailed analysis of Burns and Stalker's work and mainstream representations enabled clarity regarding the different foci in the two sets of texts. The absenting of human factors and organisational processes in much mainstream scholarship was found to extend beyond representations of Burns and Stalker's work to orthodox scholarship more widely, despite strong and persistent critiques from within the field. The dialectical opposition constructed between objectivist and subjectivist factors was investigated further and linked to attitudes regarding the commensurability of different approaches in the social sciences, particularly in the organisation/management and management accounting fields. It is suggested that this opposition is based on a particular view of science and scientific method. A broader interpretation however shows that science is also influenced by researchers' subjectivities. This has led to an argument for the complementary, more holistic approaches already present in the field becoming more widespread in the interests of more sustainable and emancipatory knowledge.

The goal of this research was to find ways to help churches keep safe from a mass shooter. To do that, I hoped to find common ground among academics, law enforcement, peace churches, and defense churches and then leverage that common ground to find ways the groups could collaborate on church safety. I observed three churches and conducted interviews at 14 churches. I reviewed academic literature about academics and law enforcement officers. The common ground I found between all groups was fear of violence, desire to be safe, and a general belief in metaphysical forces. Other key takeaways were that outsiders cannot make accurate assumptions about religious groups based on denomination and that a religious group's response to the threat of violence might not be internally consistent or make sense to outsiders. I designed a course based on my research results and pedagogical best practices. I limited the target audience to police officers because they were the easiest to identify and contact and because their job was to counter violence. Police officers who complete the course should better understand religious worldviews, know examples of how different Christian groups view violence, know how to effectively interact with religious groups, and know how to leverage common ground between religious groups and law enforcement officers. Future efforts include producing the course, observing law enforcement officers, and creating an undergraduate course on contemporary Christianity. / Doctor of Philosophy / The goal of this research was to find ways to help churches keep safe from a mass shooter. I hoped to connect academics, police, and different Christian churches so they could collaborate on church defense. To learn about Christian churches, I attended three churches and interviewed leaders at 14 churches. I read prior research about academics and police. I found that all groups had in common the desire to stay safe from violence and a general belief in a force greater than themselves. I also learned that outsiders could not make accurate assumptions about religious groups based on denomination and that a religious group's response to the threat of violence might not be internally consistent or make sense to outsiders. To apply my results, I designed a course for police officers because they were the easiest group to identify and contact and because their job was to counter violence. Those who complete the course should learn to better understand religious worldviews, know examples of how different Christian groups view violence, know how to effectively interact with religious groups, and know how to leverage commonalities among religious groups and law enforcement officers. Future efforts include producing the course, observing law enforcement officers, and creating an undergraduate course on contemporary Christianity.