Bullying in higher education is an increasingly common phenomenon that negatively affects organizational climate, completed work’s quality and quantity, and students’ educational experiences. The purpose of this phenomenological study was to investigate the lived experiences of women adult educators who were targets of bullying. Six themes emerged from the composite participant experiences as well as survival strategies for averting bullying and lessening its impact on personal and institutional well-being and ways to navigate hostile workplace environments.

Well-reasoned leadership theories are described in many academic books, yet they may not apply specifically to practices in higher education. In higher education, the absence of tailored leadership theories is compounded by the lack of technical skills or leadership ethics, resulting in leadership issues that impact the organization.To illustrate the effect of the true gaps between leadership theories and practice in higher education, the authors provide a scenario. The intention of this article is to demonstrate that applying theory to practice will assist leaders in guiding followers in the right direction, for the benefit of these specific stakeholders, as well as for the academe at large. The conceptual framework encapsulates: (a) the interaction of one's teaching philosophies and teaching theories; (b) the interaction of one's teaching philosophies and leadership theories; and (c) considerations regarding learning organizations and their success using a flat organizational model.

This chapter seeks to investigate the common characteristics that make online courses high quality. With an increase in online education and the increased attention to national standards and accreditation, there is a need for research to focus on the quality of online education. The literature related to online education suggests that more studies compare traditional courses with online courses as well as ways to affect the social climate of online courses and programs than the quality of online education. Questions to be considered range from, “How much time do instructors spend developing online courses compared to traditional courses?” to “What are the students' perspective of the quality of online courses / instruction?” McGorry (2003) suggests seven constructs “to evaluate quality and learning in online courses: flexibility, responsiveness and student support, student learning, interaction, technology and technical support, and student satisfaction” (p. 162).

Technology is becoming more and more ubiquitous in our daily activities. There has been a drastic change in the technology skills that PK-20 students have acquired prior to enrolling in school. In order to be successful in the classroom, teachers need to know how to integrate technology in a way that benefits student learning and teacher effectiveness. Teacher preparation programs need to put a concentrated effort into teaching pre-service teachers the use of technology and the integration of technology into their teaching to assist in student learning. This chapter provides an overview of what the technology expectations are of pre-service teachers as they enter the profession of teaching and what pre-service teacher preparation programs are offering these candidates. The chapter concludes with recommendations and future trends with technology and its use in teacher preparation programs.

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.