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.

The purpose of this study was to research the experiences of female academicians in traditional liberal arts academic disciplines at one institution. The challenges of being a female academician are revealed in statistical data about faculty rank, tenure, and salaries as well as in descriptive accounts of the environment that women encounter in the higher education institutions. However, the intersection of women and the academic disciplines rooted in the liberal arts tradition is a neglected arena of investigation. This research involved a series of qualitative in-depth interviews with three women representing biology, psychology, and English at a small public college and began as an examination of their experiences in these academic disciplines. Consistent with qualitative research, the themes that emerged from the interviews did not highlight the original research focus. Rather, the women discussed their lives as teachers as a priority over their lives in the disciplines. Through the interviews, the women revealed that their paths into their disciplines began when they were children, a finding not addressed in current literature. Their stories also reveal commonalities in their professional socializations, their quests to have satisfying personal and professional lives, and the impact of relationships on the formation of their academic and professional identities. As each woman fell in love with her discipline during graduate school, she also discovered teaching as her greater affection. In the context of agency and strength, rather than educational tracking or cultural pressure, they found conditions of possibility in academic careers primarily focused on teaching. The results of this research suggest alternatives to some assumptions prevalent in current literature, including assumptions about when the direction of a career path begins and assumptions that women accept teaching-focused careers through systemic influences. The experiences of these women highlight the vital role of personal agency and meaningful interpersonal connections in the careers of women in academia.

No description available.

<p>In this study, I explored the experiences of gender and power relations among a group of black women holding leadership positions in six government departments in the Western Cape. South Africa is in a process of transition and, to create a departure from the past, key objectives focus around the transformation of gender disparities and the eradication of racism and other forms of inequality and discrimination in all spheres of this society. There are many methods utilized to increase the number of women in leadership positions in the private and public sectors. However, there is a lack of research regarding the social environment for women once they have entered into these structures (Angevine, 2006). This study made use of a feminist qualitative methodology which guided the research. Six semi-structured, open-ended interviews were conducted in order to carry out an in-depth exploration of participants&rsquo / experiences. After the participants had given consent, the interviews were audio-recorded, then transcribed verbatim. Data was analyzed in accordance with qualitative thematic analysis. All standard ethical considerations to protect the participants and the researcher were taken into account and practised throughout the research. The findings show evidence that black African women leaders in government departments have internalized learnt subservient characteristics / and that this serves to undermine their authority as leaders. Specifically, larger social power relations and traditional forms of authority undermine their capacity to express authority in work environments. They also experience both subtle and blatant racist and sexist prejudice in the form of stereotypes and hostility in the workplace. A minority of women managers actively oppose the gendered notions that undermine their leadership. Ultimately, black African women managers are not accepted or supported as legitimate leaders in the workplace. Women leaders are perceived to be incapable of performing effectively as leaders because of gender and racial stereotypes that serve as hindrances to their expression of leadership. The study found that some participants conform to the socially constructed notion of maintaining a work-life balance and this poses a challenge for such leaders. Those who are married attempt to balance career and life by maximizing on their management of their time. A number of women had made the personal decision to remain single in order to focus explicitly on their careers.</p>

The research study departs from the, angle that heads of department occupy an important position at the interface of management and delivery of education. Their functions range from teaching to managing the school's departments in a diligent way. It was assumed that failure for heads of department to be part of the leadership in the school and at the same time manage their department and engage in teaching duties would result in a school becoming dysfunctional. A literature study was conducted to explore the leadership and management functions of the heads of department and to investigate the specific challenges facing heads of department in technical high schools. The empirical research consisted of a questionnaire survey to determine the views of the heads of department on their management and leadership functions and the challenges they experience in executing their tasks. It involved 75 heads of department in 13 Technical High School in the North West Province. The major findings of the research study reveal that heads of department experience challenges with a heavy workload, find it difficult to strike a balance between teaching duties and management duties and also face challenges in executing their functions even if a job description exists. It was also revealed that respondents strongly agree with the African cultural perspective concerning the ideal leadership characteristics of heads of department. Generally the study indicated that heads of department require training aimed at meeting the specific needs of middle managers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The research study departs from the, angle that heads of department occupy an important position at the interface of management and delivery of education. Their functions range from teaching to managing the school's departments in a diligent way. It was assumed that failure for heads of department to be part of the leadership in the school and at the same time manage their department and engage in teaching duties would result in a school becoming dysfunctional. A literature study was conducted to explore the leadership and management functions of the heads of department and to investigate the specific challenges facing heads of department in technical high schools. The empirical research consisted of a questionnaire survey to determine the views of the heads of department on their management and leadership functions and the challenges they experience in executing their tasks. It involved 75 heads of department in 13 Technical High School in the North West Province. The major findings of the research study reveal that heads of department experience challenges with a heavy workload, find it difficult to strike a balance between teaching duties and management duties and also face challenges in executing their functions even if a job description exists. It was also revealed that respondents strongly agree with the African cultural perspective concerning the ideal leadership characteristics of heads of department. Generally the study indicated that heads of department require training aimed at meeting the specific needs of middle managers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Bakgrund: Sjuksköterskor bär ansvaret för omvårdnadsarbetet med patienterna och förväntas agera adekvat i såväl vardagliga som komplexa situationer. För att klara av dessa situationer har de olika verktyg att använda sig av för att exempelvis kontrollera vitalparametrar samt underlätta kommunikationen. Studier visar att sjuksköterskor upplever att det är viktigt med god kommunikation och bra samarbete när patienter ska flyttas över från intensivvårdsavdelningar till vårdavdelningar. Syfte: Syftet var att beskriva sjuksköterskors upplevelser av övertagandet och omvårdnaden av patienter från intensivvårdsavdelningar samt att undersöka om sjuksköterskorna upplever att något skulle kunna förbättras. Metod: Studien genomfördes via en kvalitativ intervjustudie med deskriptiv design. Intervjuerna bestod av semi-strukturerade frågor och insamlad data analyserades med hjälp av kvalitativ innehållsanalys. Resultat: Deltagarnas upplevelser kring övertagandet och omvårdnaden av patienterna skiljde sig och påverkades bland annat av erfarenhet. En känsla av osäkerhet, främst hos de mindre erfarna, förekom ofta inför övertagandet. Deltagarna upplevde inte omvårdnaden av dessa patienter som särskilt problematisk men det kunde ibland uppstå ovana eller komplicerade moment. Detta gjorde att de blev mer skärpta och tittade till patienten oftare. Tydligare riktlinjer för vården, korrekta ordinationer och ytterligare utbildning lyftes fram som förslag på förbättring. Slutsats: Deltagarna i studien hade varierande upplevelser kring övertagandet och omvårdnaden av patienter från olika intensivvårdsavdelningar. Patienterna från intensivvårdsavdelningarna upplevdes ofta som mera komplicerade och omvårdnadskrävande vilket ställde högre krav på deltagarnas kompetens samt att de var mer fokuserade i sitt yrkesutövande. Övertagandet och omvårdnaden gick ofta bra men hade kunnat förbättras ytterligare med avdelningsanpassade ordinationer och riktlinjer. / Background: Nurses are responsible for the nursing care of patients and are expected to act adequately in both everyday and complex situations. To cope with these situations, the nurses have different tools that they can use when checking patients’ vital signs and when communicating with other nurses. Studies show that nurses feel that it is important with good communication and cooperation when patients are being transferred from intensive care to hospital wards. Aim: The aim was to describe nurses' experiences of the takeover and care of patients from an intensive care unit and also to investigate if the nurses felt that something could be improved. Method: The study was conducted as a qualitative interview study with a descriptive design. The interviews consisted of semi-structured questions and the data was analyzed using qualitative content analysis. Results: The participants experienced differences in the takeover and care of the patients and these differences were affected by the participants’ experience. A sense of insecurity, particularly among the less experienced participants, often occurred before the takeover. The participants did not experience that the care of these patients was particularly problematic but unfamiliar or difficult moments sometimes appeared. In these moments the participants were more alert and they also observed these patients more frequently. More explicit guidelines for the care, accurate prescriptions and further training were highlighted as suggestions for improvement. Conclusion: The participants of the study had varying experiences of taking over and caring for the patients from ICU. The former ICU patients were often experienced as more complex. They also demanded more care, which required more knowledge and focus from the nurses in their daily work. The takeover and the care was often good but could have been further improved with more accurate prescriptions and guidelines.

Aim: Thisstudy aimedto investigatethe knowledge and attitudes of healthcareworkers regardinginfluenza, influenza vaccination,and vaccination practicesin emergency departments in Gothenburg, Sweden. Method: This cross-sectional studyuseda self-administered questionnaire distributed tonurses, assistant nurses,and physiciansin three emergency departments atThe Sahlgrenska University Hospital in January–February2014. Results: Among214 participants, 56% were nurses, 27% assistant nurses,and 17% physicians. The response ratewas 77%. A total of 66 participants (31%)werevaccinated against influenza during the previous12 months.The highest vaccination coverage occurredin the oldestage group(56%;P&lt;0.05).Past vaccinationstrongly predicted future vaccinationbehavior (P&lt;0.001). Ourdata revealed nosignificant difference invaccination coverage betweenprofession, work experience, hospital,or gender. The mean knowledge score was higher among vaccinated vs. unvaccinated health care workers (17.9 ± 2.7vs.16.8 ± 2.6, respectively; P&lt; 0.05). Moreover, influenza risk perception was higher among participants who were vaccinated during the previous12 months compared to unvaccinated participants (P&lt; 0.001). Interestingly, more un vaccinated health care workers believed that personal behavior determines health (higher internal locus of control) compared to vaccinated workers(P&lt; 0.05). More than half of vaccinated health care workers stated that they got vaccinated to avoid influenza. Almost half of the unvaccinated workers voiced concern about vaccine side effects. Fourteen percent of all respondents mentioned patient protection as an important factor in their decision to receive influenza vaccination. Conclusion:This study demonstrates a need for improved knowledge about influenza and influenza vaccinationin health care workers. Increased risk perception of influenza can increase vaccination coverage in emergency department personnel,and may reduce the incidence of healthcare-associated influenza. / <p>ISBN 978-91-86739-77-5</p>

No description available.

Thesis (M.A.)--Naval Postgraduate School, 2008. / Description based on title page of source document ( viewed on April 28, 2008). Includes bibliographical references (p. 137-143).