In this thesis, a folio comprising a major dissertation and three elective tasks, issues including masculinity(ies), identities, leadership and academics’ work practices are considered against a backdrop of change in the higher education sector. Narrative research methods are applied throughout the folio. The first elective, a discussion and commentary arising from an interview with an experienced practitioner in gender education, amounts to a feasibility study for the dissertation, whereas the second elective experiments with the use of computer mediated communication as a means of interviewing a small number of male academics about their inclusive teaching practices. Primarily curiosity-driven research, the conclusion is drawn that computer mediated communication, if used at all, ought provide a complementary, not primary means of data collection. The third elective conveys the life story of an Asian-Australian academic who expresses different masculinities according to the social settings in which he finds himself. The conclusion is made that there is neither a single colored masculinity nor a single working class masculinity. The milieux of race and class need to be considered together. The research described in the major dissertation was undertaken with a group of eleven male academics from a number of rural and metropolitan universities – men who were thought by their colleagues and peers to practice collaborative approaches to leadership. Whereas the majority of the men practised what could be described as transformational approaches to leadership, a small number exploited the process of collaboration mainly for their own protection. Very few of the men engaged in discourses of gender. One of the principal conclusions reached in the paper is that there are ramifications for future leadership training that universities offer so that it becomes more relevant and socially inclusive. Another main conclusion relates to the intimidation reported by some of the men in the study, and that there are implications for universities in the way they protect their employees from such incidents. A third significant conclusion is that there is some way to go before gender is integrated into the discourse of male academics. Until this can occur, limited opportunities exist for alliances to be formed between most male academics and feminist academics for the advancement of socially just workplaces.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 127-134).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 231 p. Includes abstract. Includes bibliographical references (p. 216-219).

Thesis(Ph.D.)--Case Western Reserve University, 2010 / Title from PDF (viewed on 2010-01-28) Department of Organizational Behavior Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Includes bibliographical references (p. 216-219).

Thesis (Ph. D.)--State University of New York at Buffalo, 1978. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 406-432).

The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.

This research project investigates the nature of university professors' discipline-specific pedagogical knowledge (DPK). Traditionally, DPK has been examined with the help of constructs from two distinct lines of research: the knowledge base for teaching and disciplinary specificity in university teaching. Yet, the two lines of research have seldom been combined to explore DPK. Furthermore, linkages between those two lines of research point to the potential contribution of research on personal epistemologies. Therefore, the aim of this research is to describe empirically the phenomenon of DPK using constructs from these three lines of research. / The research project takes the form of an instrumental multicase study of four university professors from four different disciplines. Each professor was interviewed five times, thus providing insight into their thinking about teaching, their discipline and their knowledge in general. Transcripts were analysed using a mixed a priori/emerging coding scheme. / The data analysis led to the identification of components and dimensions of DPK corresponding to constructs from each line of research. Simultaneously, relationships between those components and dimensions were identified. Furthermore, the analysis singled out components, dimensions, and relationships common to the four professors, thus providing information about elements of DPK university professors share, regardless of their discipline of instruction. / Overall, the findings provide an empirical framework of university professors' DPK that captures the phenomenon more accurately than has been the case with previous approaches. Therefore, from a theoretical standpoint, the DPK framework furthers our understanding of the difficulties faced by university professors when attempting to relate their pedagogical knowledge to the specific characteristics of their discipline of instruction. From an educational standpoint, the DPK framework points to specific aspects of the learning experience of university professors that need to be supported by academic development efforts.

In a study of perceptions of teaching and teaching improvement, data was collected from 68 CEGEP and university faculty members. Content analysis revealed that faculty members and faculty developers have different perceptions of the need for and the nature of teaching improvement, and that their improvement activities grow out of their perceptions of the critical variables, their controllability and stability. / Most faculty members reported doing some work on improving their teaching, but they were likely to engage in these activities only when they saw a problem and felt it was solvable; they used improvement services only when those services were seen as relevant and necessary to the solution (which was rare). / It was demonstrated that attribution theory and adult learning theory provide the theoretical bases for interpreting professors' descriptions of (a) the factors which limit their teaching effectiveness, (b) their own past and future improvement efforts and the usefulness of formal improvement strategies.

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2007. / "August, 2007." Title from electronic dissertation title page (viewed 04/29/2008) Advisor, Qetler Jensrud; Committee members, Evangeline Newton, Denise Stuart, Sandra Coyner, John Savery; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.