This study addressed the purpose, frequency, person(s) involved, criteria, methods, and procedures involved in faculty evaluation in all sixteen public British Columbia colleges . Copies of written policy documents for each college were obtained and policies were compared among colleges , between groups of colleges , and between all faculty groups. The results reflected the wide diversity found among policies . The majority of the colleges use the evaluation for both summative and formative purposes. Probationary faculty or newly hired faculty are usually evaluated once per year for two years. Permanent full-time faculty and other faculty groups are commonly evaluated either every three years or annually. Sixty - nine percent of the colleges list specific criteria statements or broad criteria categories and 81% of the colleges have college wide policies on methods used to evaluate faculty. The most common mandatory method of evaluation is student rating forms, followed by evaluation by a superior, and then peer and self evaluation. Colleges are most likely to have two or three mandatory methods of evaluation and an average of two optional evaluation methods. Excluding protocols specifically linked to an evaluation method, most of the procedural policies concern final evaluation results. The majority of colleges do not require mandatory discussion , written goals , or written suggestions for improvements. Seventy - five percent of probationary faculty are evaluated in a manner comparable to that of regular full-time faculty. Fifty-six percent of the colleges evaluate all faculty groups, such as part-time/term contract faculty, with the same frequency, or more frequently than regular full-time faculty. Thirty-one percent of colleges evaluate all faculty groups within a college in an identical manner, whereas in 69 % percent of colleges , evaluation for one or more faculty groups has fewer methods and / or procedures than those used for permanent full-time faculty. Findings in this study are compared to the literature. Acceptable practices are identified and findings which differ significantly from the literature are discussed in detail. Policy recommendations which contribute to a formal, systematic , and effective faculty evaluation system are made.

This study was designed to better understand psychological support services available and desired for students and group leaders of study abroad experiences. It was hypothesized that study abroad group leaders 1) would witness psychological distress among their students and 2) would not have an action plan addressing psychological distress while abroad. The participants consisted of thirty-seven faculty and staff members who led a study abroad excursion in the past five years at a mid-sized, public university in the Midwest. Each participant answered an online needs assessment comprised of questions regarding demographics, trip logistics, and mental health concerns. The results indicated that nearly 50% of all study abroad trip leaders reported a student with a mental health issue and 75% of these group leaders believed that the students either did not have access to mental health services or only had medical assistance available. Limitations and recommendations for future studies are reported. / Department of Counseling Psychology and Guidance Services

The professional profile of researchers is established through communication of scientific work practices, leading to the establishment of a scholarly identity. Understanding scholarly identities is currently addressed through a conceptualisation of research narrative mechanisms. Citation and citing practices are a central component of scientific communication work practices. Therefore understanding these formal communication practices of researchers through their citing behaviours may contribute to the building of scholarly identity. This study is undertaken to understand whether scholarly identity could be informed through the use of citation identities. Studies on the citation identities of individuals were conducted, using authors working in the area of Consciousness, which provided a diverse field of participants for the testing of citation analysis techniques. This is accomplished through methodological development and further examined using a combination of field-level and individual-level analyses. A new methodology was developed for the generation of citing identities, based on the calculation of the Gini coefficient and the citee-citation ratio of authors' citing profiles. The resu!ting relationship was found to have high levels of consistency across a heterogenous set of researchers. An exploration of identification of author characteristics was subsequently undertaken using the new methodology and existing citation analysis techniques. The techniques were successful in identifying departures from conventional citation practice, highlighting idiosyncrasies well, but otherwise understanding of scholarly identity through citation analysis was only marginally successful. Aportion of the difficulty of achieving clarity was the complexity of the Consciousness author set, which was useful for establishing broad applicability of a new methodology, but poor for judging its successful application. In summary, definition of citing identity type offers possibilities for improving the understanding of scholarly identity, but will require further methodology development to reach its full potential.

Esta tese trata da natureza do conhecimento tecnológico e as especialidades por meio da formação continuada de docentes da UTFPR no contexto acadêmico do ensino profissional e tecnológico. A pesquisa, de natureza qualitativa e quantitativa, compreensiva, descritiva e exploratória, está dividida em três etapas: 1) levantamento de dados - pedidos de afastamento para capacitação de docentes da Universidade Tecnológica Federal do Paraná do Câmpus Curitiba - UTFPR, 2) escolha de autores e conceitos que apoiaram a discussão teórica e prática, dois conceitos fundamentais guiaram a análise: o conhecimento tecnológico e a formação continuada de docentes, 3) análise dos dados à luz da teoria e dos métodos. O texto está dividido em cinco partes. A primeira trata dos antecedentes que instituíram a política nacional para o ensino superior tecnológico no contexto da globalização. Na segunda parte, foi desenvolvida a fundamentação teórica que sustenta a discussão sobre os dados levantados e as trajetórias de formação continuada de docentes da UTFPR. A terceira parte se compõe dos procedimentos metodológicos. Foram definidas três unidades de análise: áreas tecnológicas, especialidades das áreas tecnológicas e as trajetórias de formação docente. A delimitação temporal foi balizada por dois momentos: a criação da UTFPR em 2005 e o início do levantamento de dados em 2010. Na quarta parte foram retomadas as unidades de análise para examinar o estudo de caso. As conclusões da pesquisa mostraram que, por meio das trajetórias de formação continuada de docentes, foi possível conhecer as especialidades presentes nas práticas didático-pedagógicas do ensino profissional e tecnológico. Estas especialidades compreendem as dimensões do racionalismo técnico e estão atreladas à linearidade entre as disciplinas teóricas e práticas e às escolhas dos docentes de cursos para formação. / This thesis deals with the technological knowledge nature and the specialties through continuing education for teachers of UTFPR in the academic context of technological and professional learning. The research, qualitative and quantitative, comprehensive, descriptive and exploratory, is divided into three stages: 1) data collection - requests documents for keeping away of work for training teachers of the Federal University of Technology - Paraná, in Curitiba Campus - UTFPR, 2) to choice authors and concepts that support the theoretical and practical discussion, two fundamental concepts guided the analysis: technological knowledge and continuing education for teachers, 3) data analysis in the light of theory and methods. The text is divided into five parts. The first deals with the background that established the national policy for higher education in the context of technological globalization. In the second part, it was developed a theoretical framework that underpins the discussion of the data collected and the trajectories of the continuing training of UTFPR‟s teachers. The third part consists of methodological procedures. It was defined three units of analysis: technological areas, technological areas specialties and teacher training trajectories. The temporal boundary was demarcated by two moments: the creation of UTFPR in 2005 and the start of the data collection in 2010. In the fourth part it was retaken the units of analysis to examine the case study. The research conclusions showed that through the trajectories continuing training of teachers were possible to know the specialties avalilable in didactic and pedagogical practices of technological and professional learning. These specialities include the technical rationalism dimensions and are linked to the linearity between theoretical and practices disciplines and to the teachers‟ choices of training courses.

Esta tese trata da natureza do conhecimento tecnológico e as especialidades por meio da formação continuada de docentes da UTFPR no contexto acadêmico do ensino profissional e tecnológico. A pesquisa, de natureza qualitativa e quantitativa, compreensiva, descritiva e exploratória, está dividida em três etapas: 1) levantamento de dados - pedidos de afastamento para capacitação de docentes da Universidade Tecnológica Federal do Paraná do Câmpus Curitiba - UTFPR, 2) escolha de autores e conceitos que apoiaram a discussão teórica e prática, dois conceitos fundamentais guiaram a análise: o conhecimento tecnológico e a formação continuada de docentes, 3) análise dos dados à luz da teoria e dos métodos. O texto está dividido em cinco partes. A primeira trata dos antecedentes que instituíram a política nacional para o ensino superior tecnológico no contexto da globalização. Na segunda parte, foi desenvolvida a fundamentação teórica que sustenta a discussão sobre os dados levantados e as trajetórias de formação continuada de docentes da UTFPR. A terceira parte se compõe dos procedimentos metodológicos. Foram definidas três unidades de análise: áreas tecnológicas, especialidades das áreas tecnológicas e as trajetórias de formação docente. A delimitação temporal foi balizada por dois momentos: a criação da UTFPR em 2005 e o início do levantamento de dados em 2010. Na quarta parte foram retomadas as unidades de análise para examinar o estudo de caso. As conclusões da pesquisa mostraram que, por meio das trajetórias de formação continuada de docentes, foi possível conhecer as especialidades presentes nas práticas didático-pedagógicas do ensino profissional e tecnológico. Estas especialidades compreendem as dimensões do racionalismo técnico e estão atreladas à linearidade entre as disciplinas teóricas e práticas e às escolhas dos docentes de cursos para formação. / This thesis deals with the technological knowledge nature and the specialties through continuing education for teachers of UTFPR in the academic context of technological and professional learning. The research, qualitative and quantitative, comprehensive, descriptive and exploratory, is divided into three stages: 1) data collection - requests documents for keeping away of work for training teachers of the Federal University of Technology - Paraná, in Curitiba Campus - UTFPR, 2) to choice authors and concepts that support the theoretical and practical discussion, two fundamental concepts guided the analysis: technological knowledge and continuing education for teachers, 3) data analysis in the light of theory and methods. The text is divided into five parts. The first deals with the background that established the national policy for higher education in the context of technological globalization. In the second part, it was developed a theoretical framework that underpins the discussion of the data collected and the trajectories of the continuing training of UTFPR‟s teachers. The third part consists of methodological procedures. It was defined three units of analysis: technological areas, technological areas specialties and teacher training trajectories. The temporal boundary was demarcated by two moments: the creation of UTFPR in 2005 and the start of the data collection in 2010. In the fourth part it was retaken the units of analysis to examine the case study. The research conclusions showed that through the trajectories continuing training of teachers were possible to know the specialties avalilable in didactic and pedagogical practices of technological and professional learning. These specialities include the technical rationalism dimensions and are linked to the linearity between theoretical and practices disciplines and to the teachers‟ choices of training courses.

The problem with which this study is concerned is the determination of the attitudes toward academic governance of administrators and faculty in both a public and a private institution of higher education in Texas. Based on the problem, a Likert-type survey instrument was developed from the questionnaire provided by the North Texas State University Task Force on University Governance; 176 academic administrators and faculty responded (60.5 per cent).

This study addressed the purpose, frequency, person(s) involved, criteria, methods, and procedures involved in faculty evaluation in all sixteen public British Columbia colleges . Copies of written policy documents for each college were obtained and policies were compared among colleges , between groups of colleges , and between all faculty groups. The results reflected the wide diversity found among policies . The majority of the colleges use the evaluation for both summative and formative purposes. Probationary faculty or newly hired faculty are usually evaluated once per year for two years. Permanent full-time faculty and other faculty groups are commonly evaluated either every three years or annually. Sixty - nine percent of the colleges list specific criteria statements or broad criteria categories and 81% of the colleges have college wide policies on methods used to evaluate faculty. The most common mandatory method of evaluation is student rating forms, followed by evaluation by a superior, and then peer and self evaluation. Colleges are most likely to have two or three mandatory methods of evaluation and an average of two optional evaluation methods. Excluding protocols specifically linked to an evaluation method, most of the procedural policies concern final evaluation results. The majority of colleges do not require mandatory discussion , written goals , or written suggestions for improvements. Seventy - five percent of probationary faculty are evaluated in a manner comparable to that of regular full-time faculty. Fifty-six percent of the colleges evaluate all faculty groups, such as part-time/term contract faculty, with the same frequency, or more frequently than regular full-time faculty. Thirty-one percent of colleges evaluate all faculty groups within a college in an identical manner, whereas in 69 % percent of colleges , evaluation for one or more faculty groups has fewer methods and / or procedures than those used for permanent full-time faculty. Findings in this study are compared to the literature. Acceptable practices are identified and findings which differ significantly from the literature are discussed in detail. Policy recommendations which contribute to a formal, systematic , and effective faculty evaluation system are made. / Education, Faculty of / Graduate

No description available.

Declining enrollments and continuing tuition increases are having major impact on all universities. It is a commonly accepted fact that the quality of a university can be directly related to the quality of its faculty. With this assumption in mind, a university must then determine the best method for evaluating the teaching effectiveness of its faculty members. The study is an examination of certain student characteristics that might affect the attitudes of students when evaluating instructors. Seven individual student characteristics (sex, age, academic level, major, nationality, teaching preference and leadership experience) were examined to determine if there was any relationship between these characteristics and the student's attitude toward the instructor evaluation process. In addition, the responses obtained in the study were compared to those in similar studies previously conducted at Kansas State University and the University of Southern California. The research population consisted of 567 students enrolled at Florida Institute of Technology, Melbourne, Florida. Students who participated in the research were enrolled in courses offered by the Management Department and they were requested to evaluate their instructor at the completion of each course. The data for the study were obtained from a 27-item questionnaire titled Student Attitude of Evaluation Questionnaire. Ten of the items related to demographic data and 17 items related to student attitudes toward different aspects of the evaluation process. Information from the returned questionnaires was evaluated and tabulated utilizing the SPSS/PC program Analysis of Variance: Procedure ANOVA. An analysis of variance at the .05 level of significance was employed to examine the research questions. On an overall basis, there was no significant difference in students' attitudes toward the evaluation system based on individual student characteristics. However, the research did reveal some significant differences on individual items, i.e., one group feeling much stronger about a particular issue than another group. It was concluded from the research that students are strongly in favor of student evaluation of instructors, especially female students and lower-level undergraduate students.

In this study, the dilemmas faced by higher education managers who attempt faculty desegregation within the narrow framework (affirmative action) provided by the courts and the Office of Civil Rights (OCR) were explored (e.g., merit vs. affirmative action, maintenance of a value consensus while facilitating change, the need for sensitive leadership). Some managers are successful in hiring minority faculty but not in retaining them. Others are still trying to determine how they can successfully recruit and retain these faculty. This exploratory study on faculty desegregation is designed to identify the factors that influence the decisions of black faculty at two public traditionally white institutions (TWIs) and of white faculty at two public traditionally black institutions (TBIs) to <u>accept</u>, <u>remain in</u> and <u>consider</u> leaving faculty positions at such institutions. (In this study, white faculty at TBIs and black faculty at TWIs are referred to as "other-race" faculty.) The study also assesses the viability of affirmative action as a strategy for desegregation. The research methodology included a survey of higher education managers, and interviews with and a survey of other-race faculty opinions. Conclusions 1. Black faculty express strong sentiments in support of affirmative action which influence them to remain in their jobs but could influence them to leave TWIs. 2. Fewer black than white faculty expect promotions when accepting jobs at TWIs. 3. Black faculty are influenced, in part, to accept jobs at TWIs due to campus recreational facilities. 4. More white than black faculty will consider leaving their jobs due to compensation concerns. 5. White faculty will consider leaving TBIs due to concerns about the poor reputations of TBIs and low academic level of students. 6. All other-race faculty employment decisions are influenced by the geographical location of their universities. This study does not support alternative methods for desegregation (e.g., freedom of choice, closing of TBIs) but indicates that affirmative action is the least destructive and most feasible option for faculty desegregation. Higher education managers must and can provide sensitive leadership while maneuvering within the narrow framework provided by OCR and the courts to desegregate their faculties. / Ph. D.