No description available.

The purpose of this research was to determine to what degree work environment and personal characteristics, rewards and performance contribute to job satisfaction among full-time faculty at all accredited colleges of pharmacy. Accredited colleges of pharmacy were determined by a roster available to the profession. Full-time faculty were identified through a 1979-1980 mailing list provided by the American Association of Colleges of Pharmacy and by each individual faculty member as to whether or not he/she was considered full-time faculty by his/her school. Data were collected through a mail questionnaire sent to the overall population of 1962 subjects representing all accredited colleges of pharmacy. Of the 1307 questionnaires returned, 148 were not usable because, in the opinion of the faculty member, he/she did not meet the criteria for inclusion in the study. The return of 1159 usable questionnaires from the remaining 1814 questionnaires yielded a response rate of 63.9 percent. The questionnaire was formulated according to the research questions posed in the study using (1) a modification of the Minnesota Satisfaction Questionnaire, (2) eleven items from the 1972-73 Quality of Employment Survey, (3) the University of Southern California Faculty Professional Interests Survey, and (4) basic informational data. The data analysis techniques employed consisted of measures of central tendency, Pearson Product-Moment Correlation Coefficients, the chi-square statistic and one-way analysis of variance.

The purpose of this study was to examine the relationship between comfort food preferences of college faculty when under normal (non-stressful) and stressful conditions. Thirty-four percent (n=63) of the participants were males and 66 percent (n=121) were females. Sixty-seven percent (n=123) experienced a change in appetite when stressed, with 69 percent (n=85) experiencing an increase and 31 percent (n=38) experiencing a decrease in appetite. Participants chose a significantly wider variety of foods when under stressful conditions for both sweet (p=<.001) and salty/crunchy food categories (p=.004). High restrained eaters chose significantly more types of sweet foods (p=.031) and beverages (p=.020) than low restrained eaters when comparing stressful and normal conditions. These findings suggest the majority of adults may experience changes in appetite with stress, specifically an increased appetite, and may choose more types of sweet and salty/crunchy foods. An individual's restraint level, gender, and age may also play a role in comfort food choice. / Department of Family and Consumer Sciences

The purpose of this study was to understand some of the lived experiences of seven African American faculty members in predominantly white faith-based institutions and to draw on these experiences to provide insight into how recruitment and retention efforts can increase African American presence. Information was gathered to answer the following questions: 1) Who are these African American individuals and why have they chosen to serve in faculty positions at predominantly white faith-based institutions? 2) What are their experiences, perceptions, and recommendations in regards to the recruitment and retention of African American faculty members at predominantly white faith-based institutions?A phenomenological approach and multiple semi-structured interviews were used to understand the stories of the seven participants. Individual narratives were written to share each African American voice. The stories were further analyzed as a group to uncover the following five themes:1. God's Plan and Purpose - Relationships with God call and sustain African American faculty members.2. God's Blessings - Relationships with students provide joy in times of struggle.3. God's Grace - Relationships with colleagues provide support.4. God's Challenge - Building diverse relationships requires personal and institutional commitment.5. God's Connections - Connections and relationships with external and internal sources are needed to increase recruitment.Faculty recommendations were categorized as following (listed Appendix D):1. Demonstrate institutional commitment to faculty diversity by creating a Statement of Diversity Commitment.2. Include minority resources in all recruitment activities.3. Build relationships with African American students that encourage them to return after further studies.4. Use African American faculty and staff as resources to attract qualified African American faculty.5. Convey your institution's commitment to diversity in application materials and interviews.6. Use challenges (location, finances, perceptions of Christian institutions, etc.) as obstacles that will be overcome, not used as excuses.7. Use "the call" and "God's will" as an additional university attraction. 8. Find and hire the best African Americans.9. Welcome African American families and help them in their transition. 10 Address tenure issues in ways that capitalize the strengths of African American faculty and scholars.11. Go to God about faculty diversity. / Department of Educational Studies

The purpose of this qualitative study was to determine how participation in learning communities in colleges and universities affected the behaviors of faculty and residence life staff regarding student learning. Learning communities have been identified as instruments of curricular reform in higher education that focus institutional energies toward student learning. Several studies have documented the benefits that learning communities provide to students, and to a more limited extent, faculty members. However, information was lacking in the literature regarding how partcipation in learning communities affected the interaction between residence life staff members and faculty members.Purposive sampling was used to identify respondents in this study. Faculty and residence life staff members from five public, Midwestern universities with residentially-based learning communities were identified by the researcher. A semi-structured format was used to interview all respondents in their respective offices at their respective universities.The findings suggest that faculty and residence life staff who participate in learning communities have greater understanding and appreciation of one another's roles, are more likely to communicate with one another about specific student concerns, and coordinate in-class and out-of-class activities. Learning community models that are structured in such a manner that residence hall directors and faculty members regularly meet and are working with the same group of students appeared to foster the greatest degree of collaboration, cooperation, and communication between faculty and residence life staff. Additionally, the findings of this study support previous studies (Astin, 1996; Clark, 1987; Kirp, 1997) which indicated that the research orientation of a university can have negative effects upon teaching. / Department of Educational Leadership

The purpose of this study was to survey a wide sampling of American short stories from the years 1940-1959 which employ the college professor as a character to determine (1) if any discernible patterns of character portrayal could be discovered and (2) whether the image of the fictional college professor was static or dynamic. Some consideration was also given to the differences found to exist between the image of the professor in the fiction of the 1920's and 1930's and his image in the fiction of the period selected, and to the parallel between the professor's fictional and nonfictional images.The decades of the 1940's and 1950's were selected for this study primarily because these years represent a period of transition for the college short story in America. The fiction of the 1920's and 30's usually presented to readers a melodramatic and/or stereotyped image of the university professor. Very few stories dealt with the professor or the university environment in a realistic way.

Training reforms implemented over the past ten years have contributed to an extraordinary rate of change within organisations concerned with the delivery of vocational education and training. Institutes of technical and further education (TAFE) and the teachers employed by them have not been immune to these changes. The study reported in this thesis explored the meaning and process of educational change for TAFE teachers as they worked to implement one of the core components of the national training reforms into their teaching programs. / Much of the existing literature has failed to consider adequately individual teachers' responses to educational reform. It has not taken into account the unique character and position held by TAFE as the major provider of vocational education and how this might affect teachers' experiences and approaches to implementing major reforms across all program areas. / The aim of this study was to explore the implementation of one component of the national training reforms, namely the competency-based curriculum framework, from TAFE teachers' perspectives. Research questions formulated to guide the study focused on teachers' concerns and the different versions of the curriculum framework, and on ways of working with the framework that emerged over the implementation process. Questions also focused on illuminating teachers' experiences of the change process itself. / In order to address these questions, an orientation described as 'transcendental realism' by Miles and Huberman (1994) was adopted. This orientation, drawing on both the post-positivist and interpretive paradigms, asserts that social reality can exist both in the minds of individuals and can also be apprehended in the objective world. This world-view represents a pragmatic response to the challenges inherent in attempting to understand the nature of social reality that is multi-faceted, complex and subject to various interpretations. It acknowledges the role that the researcher is able to play in bringing together different perspectives in order to develop a more comprehensive and in-depth view of the social phenomenon under scrutiny. / In order to bring together these different perspectives on the meaning and process of educational change for TAFE teachers a multi-method approach to collecting data was utilised. This approach was built upon the assumption that both qualitative and quantitative data had the potential to provide valuable information that would be complementary and therefore of equal importance in addressing the central issues of this study. The conceptual framework for examining educational change was provided by the Concerns-Based Adoption Model (CBAM), suitably modified and complemented by a detailed examination of the structural and personal factors that impacted on teachers' experiences of the change process. / The research process for the study consisted of a number of phases undertaken over a three-year period from mid 1994 until early 1997. A questionnaire survey was undertaken of a random sample of 503 teachers employed by TAFE South Australia across a variety of program areas. The selection of a random sample of teachers was a deliberate strategy to capture as wide a cross-section of teachers' voices and experiences as possible. Responses were received from 118 teachers. A sub-group of questionnaire respondents (46 in total) was then followed up and invited to participate in focussed interviews. Data analysis was undertaken in several discrete stages so as to provide a basis for examining each set of data and to investigate the ways in which each set supported and contradicted the others. / The outcomes from this study highlight that educational reform of the nature and scope of the competency-based curriculum framework that teachers were asked to implement is a complex and dilemma ridden process. The introduction of this framework required teachers to adopt new ways of working in relation to the conception, delivery and assessment of their programs. As a component of the training reforms, the competency-based curriculum framework also carried with it the imperative that the philosophy embedded in the Kangan reforms of TAFE in the 1970s be reworked in the light of a strong emphasis on the needs of industry to take precedence over the needs of individuals. As such, the reforms also sought to re-order the relationship between teachers and industry. / The data collected for this study provide a micro level, systematic focus on teachers' work across a variety of TAFE program areas. As such, they provide a fine grained perspective, particularly on the phenomenon of 'partial' implementation and how various 'versions' of the framework were constructed within the various implementation sites. / The data also illuminate the experience of the change process as an intensely human process. Teachers' feelings and concerns in relation to the curriculum framework had a significant impact on their ways of working, which, in turn, were realised in the outcomes of the implementation process. Teachers' experiences reported in the study highlight the importance of understanding and supporting the change process in an environment where the policy development process that mandates change is removed from teachers' spheres of influence. / These findings hold implications for policy makers, managers and TAFE teachers in relation to the manner in which they conceptualise the change process, the policy/implementation nexus within the TAFE environment and the influence of institutional and industry cultures in shaping teachers' responses to change. They raise questions in relation to the types of support needed to assist teachers to bring about real and significant change within their teaching environments. They also highlight issues about teachers' roles as pro-active change agents rather than passive recipients of mandated policies which seek not only to change teachers' practices but also to challenge their values and beliefs about their role as teachers and the ways they might relate to industry in a dynamic policy environment. / Thesis ([PhDEducation])--University of South Australia, 2001.

No description available.

Thesis (MEd in Human Resources Studies) --University of South Australia, 1991

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 11, 2008). Directed by Nancy A. Myers; submitted to the Dept. of English. Includes bibliographical references (p. 176-186).