All the Essential Half-Truths about Higher Education

O’Brien, George

doi:10.7208/chicago/9780226616582.001.0001

Cited by 7 publications

(6 citation statements)

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“…Ideologically independent from the modern university (O'Brien, 1998), faculty are often left to their own devices in becoming integrated into the institutional community. In the absence of mentorship, faculty attention is easily diverted from institutional concerns (Westmeyer, 1990).…”

Section: Obstacles To Effective Faculty-administrator Relationshipsmentioning

confidence: 99%

“…For them, recognition and career advancement, particularly at universities that place a high priority on research, are tied to disciplinary, not institutional, pursuits. Although variations have been noted by type of institution, faculty allegiance is first to their discipline and second to their institution (Austin, 1990;Clark, 1991;O'Brien, 1998).…”

Section: Obstacles To Effective Faculty-administrator Relationshipsmentioning

confidence: 99%

“…Socialization to the specific norms of the institution or department is not automatic (Dunn, Rouse, & Seff, 1994;O'Brien, 1998), a condition that begs intervention in the interest of shared governance. Ideologically independent from the modern university (O'Brien, 1998), faculty are often left to their own devices in becoming integrated into the institutional community. In the absence of mentorship, faculty attention is easily diverted from institutional concerns (Westmeyer, 1990).…”

Section: Obstacles To Effective Faculty-administrator Relationshipsmentioning

confidence: 99%

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Faculty-Administrator Relationships as Integral to High-Performing Governance Systems

Favero

2003

American Behavioral Scientist

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This article examines the relationship between faculty and administrators in colleges and universities as partners in a shared governance enterprise. It addresses a gap in knowledge around the value of this particular relationship and factors motivating its nurturance in the interest of institutional ends. Three theoretical concepts are offered from the sociology and management literatures capable of deepening our understanding of this relationshipsocial exchange, social capital, and network forms of organizations. Study of the social interactions between faculty and administrators will provide insights into improving collab-orative activity and the decision-making systems of which they are a part.

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Section: Obstacles To Effective Faculty-administrator Relationshipsmentioning

confidence: 99%

Section: Obstacles To Effective Faculty-administrator Relationshipsmentioning

confidence: 99%

Section: Obstacles To Effective Faculty-administrator Relationshipsmentioning

confidence: 99%

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Faculty-Administrator Relationships as Integral to High-Performing Governance Systems

Favero

2003

American Behavioral Scientist

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“…Scholarly production in the form of refereed journal publications and research funding are expected for retention and promotion. Juggling the limited resource of time to do well in both teaching and research has been a major challenge for beginning faculty members in a research university (O'Brien, 1998). Another constraint is the general attitude of faculty members themselves of viewing teaching as less important than research (Dickinson & Flick, 1998).…”

Section: Samuelowicz and Bain's (1992) Levels Of Conceptions Of Teachmentioning

confidence: 99%

A Collaborative Effort to Improve University Engineering Instruction

Akerson

Medina

Ni-na

2002

School Sci & Mathematics

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This study focused on the instructional development of an assistant professor of environmental engineering in collaboration with science education and higher education faculty members. One semester of data was collected in the assistant professor's environmental engineering laboratory class as he endeavored to address his teaching goals. Data collection included pre and post interviews with the assistant professor, students, and program coordinator, and collection of course documents, such as the course syllabus and assignments. In addition, all of the classroom sessions were observed and videotaped, and a midsemester video stimulated‐recall interview was conducted. Results show the assistant professor made growth in the areas of questioning strategies, “think time” for students, increased class participation, and the implementation of a student‐designed field research project. Implications include that new professors can benefit from peer faculty support, and they and their students can benefit when the new professors recognize the complementary nature of research and teaching.

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“…In this literature one can find polemics (e.g. Anderson, 1992Anderson, /1996Bercuson et al, 1997); screeds (e.g., Sykes, 1988); reflections by senior university administrators (e.g., Barzun, 1968;Corry, 1970;Bok, 1986;Kennedy, 1997;O'Brien, 1998;Campbell, 2000); surveys of faculty attitudes on the issue (e.g., Boyer, 1990); an extensive scholarly literature (for an excellent meta-analysis of this literature, see Hattie and Marsh, 1996); and any number of commentaries, essays, newspaper and magazine articles, and posts to listservs and blogs. 2…”

mentioning

confidence: 99%

A Question of Balance: The Cult of Research Intensivity and the Professing of Political Science in Canada: Presidential address to the Canadian Political Science Association, Toronto, Ontario, June 2, 2006

Nossal

2006

Can J Pol Sci

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Abstract. In 1998, Tom Pocklington's presidential address examined what he believed was a progressive displacement of teaching by research in Canadian political science departments. The purpose of this address is to examine Pocklington's contentions eight years on, after dramatic increases in research funds flowing to Canadian universities. As research funds become more important to the financial health of Canadian universities, we have seen the growth in Canada of what I argue is a “cult of research intensivity.” I argue that the cult has serious implications both for the research that political scientists will do, and for our teaching of undergraduate students. However, I conclude that we need to put the reverential enthusiasm for research intensivity in broader perspective, given the perennial concerns that are expressed over the imbalance between teaching and research.Résumé. En 1998, dans son message annuel, le président Tom Pocklington s'était penché sur ce qui lui apparaissait comme la substitution progressive de la recherche à l'enseignement dans les départements de science politique au Canada. Notre objectif ici est d'analyser les propos de Tom Pocklington quelque huit ans plus tard, à la suite des hausses impressionnantes des fonds de recherche versés aux universités canadiennes. À mesure que les subventions de recherche prennent de plus en plus d'importance pour la santé financière des universités canadiennes, nous voyons dans ce pays l'expansion de ce que j'appellerais le “ culte de la prédominance de la recherche ”. Je soutiens que ce culte a de sérieuses implications tant pour les recherches que mèneront les politologues que pour l'enseignement que nous dispenserons aux étudiants de premier cycle. Je conclus que nous devons replacer dans un contexte plus vaste cet enthousiasme à tous crins à l'égard de la recherche, étant donné les préoccupations qu'a toujours soulevées le déséquilibre entre l'enseignement et la recherche.

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All the Essential Half-Truths about Higher Education

Cited by 7 publications

References 0 publications

Faculty-Administrator Relationships as Integral to High-Performing Governance Systems

Faculty-Administrator Relationships as Integral to High-Performing Governance Systems

A Collaborative Effort to Improve University Engineering Instruction

A Question of Balance: The Cult of Research Intensivity and the Professing of Political Science in Canada: Presidential address to the Canadian Political Science Association, Toronto, Ontario, June 2, 2006

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