This dissertation examines perceptions of faculty and administrators in Israeli institutions of higher education about their faculty evaluation programs, and compares them with perceptions of colleagues in comparable United States institutions. A written survey conducted among faculty and administrators in Israel was compared to similar data previously collected in the United States. Responses indicate that faculty roles are valued somewhat differently in Israel and the United States, but that faculty and administrators in both countries consider faculty evaluation to be important for the selection, promotion, tenure, and development of faculty. Yet, many are unclear about how the process of faculty evaluation operates and question whether it is always put to good use. Widely shared perceptions are that evaluation policies are often ambiguous and devoid of clearly articulated guiding principles; that evaluation procedures tend to lack consistency and fairness; and that their results do not always justify the effort. There is general agreement that the faculty evaluation process needs to be improved, but uncertainty about whether administrative support or resources could be elicited. Few believe that the evaluation is used efficiently to help faculty develop and improve their academic skills. The dissertation concludes with recommendations that might help remedy this situation.

Call number: LD2668 .T4 1963 F65 / Master of Science

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The purpose of this study was to determine the opportunities available for employment to Ph.D.'s and Ed.D.'s in College Teaching by revealing the attitudes/preferences of employing agents-—deans and departmental chairmen-—toward Ph.D.'s and Ed.D.'s in College Teaching versus Ph.D.'s in an academic area. The problem led to the development of eleven specific questions which were investigated in the study.

The purpose of this research was to estimate (1) the extent to which institutional inbreeding is prevalent among mathematics faculty at colleges and universities throughout the United States; (2) the extent of institutional inbreeding among mathematics faculty at American colleges and universities classified according to institutional genre; (3) the extent of institutional inbreeding among mathematics faculty classified according to gender; and (4) the extent of institutional inbreeding among mathematics faculty in American colleges and universities classified according to regions of the country. Institutional inbreeding was defined as faculty employment at the institution from which one received the highest earned degree. An exhaustive review of the literature on inbreeding was used to develop this research. All public-supported and private-supported American universities that offer a doctorate in mathematics were identified by consulting the 1991 American Mathematical Society Professional Directory. Catalogs for the academic year 1991-1992 were requested from each institution. One-hundred sixty-seven institutions of higher education which offer the Ph.D. degree in mathematics and 5,961 faculty members were identified. The results of the analyses found a mean proportion of inbred mathematics faculty of 3.46 percent, which is one-tenth of the most recent study examining mathematics faculty. A chi-square goodness of fit test using specified frequencies, found a statistically significant difference between rates of institutional inbreeding among mathematics stratified according to gender. A chi-square goodness of fit test using specified frequencies was used to test the association between mathematics faculty when stratified by Carnegie classification and regions of the country. No association was found between rates of institutional inbreeding of mathematics faculty when institutions were stratified according to the Carnegie classification and regions of the country. This research indicates institutional inbreeding is on the decline among mathematics faculty in American Colleges and Universities.

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The organization of this dissertation is a topical one, thereby permitting the reader to locate the information relevant to a specific academic bargaining issue in a single chapter. Chapters one and two contain respectively an introduction to problem and a review of the literature of academic collective bargaining. Chapters three through seven deal separately and sequentially with the following topics: jurisdiction, bargaining unit scope, bargaining unit determinations, ancillary support personnel and unfair labor practices. Each of these chapters begins "with a short introduction to the subject area followed by descriptive briefs of the related, landmark cases heard by the National Labor Relations Board. Following the briefs, there is an analysis that examines the ramifications of each specific case and attempts to relate the cases to each other and detail the parallels and paradoxes between them. / Ph. D.