An Examination of the Factors that Shape the Engagement of Faculty Members and Academic Staff

PurposeThis article assesses the ability of Boyer's (1990) four-function definition of scholarship to address critiques of business schools. Boyer's definition of scholarship is presented as the foundation for a paradigmatic shift in higher education in business.Design/methodology/approachThe authors developed this conceptual paper by considering information from three sources: 1) Ernest Boyer's Scholarship Reconsidered: Priorities of the Professoriate, 2) articles by four well-known pundits of business education as well as critiques appearing in the Academy of Management Learning and Education Journal and 3) articles in which Boyer's work was the focal point of the article found by searching Google Scholar, two well-known education journals, a prominent database of education articles and the International Handbook of Higher Education (Forest and Altbach, 2007).FindingsA four-function framework based on Boyer's definition of scholarship is proposed to help improve the operations of business schools. The authors also forward ideological and practical implications related to each of Boyer's four functions.Originality/valueFor several decades now, a number of highly respected business scholars have criticized American business education in its current form. These criticisms, although plentiful, have not fueled the magnitude of change needed to have a significant, sustainable impact on business education. The authors suggest that this lack of change is due, in part, to institutional practices and to the absence of a unified framework for how higher education in business should be executed. The authors argue that Boyer's four-function definition of scholarship could provide such a framework.

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“…7. See Fear and Sandmann (2001) and Lunsford and Omae (2011) for a discussion of Boyer's contribution to the engagement literature.…”

Section: Notesmentioning

confidence: 99%

Reorienting business education through the lens of Ernest Boyer

MacAulay

Mellon

Nord

2020

AJB

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“…When organizations recognize that their relevant community is changing, the need for "boundary expansion" becomes apparent (Bringle et al, 1999). The literature shows that PPNFPs and forprofit businesses also experience challenges with institutionalizing and reshaping their boundaries for community engagement practices due to incentive and recognition deficiencies as previously discussed in the literature review (Lunsford & Omae, 2011;Nicotera et al, 2011). As suggested by the participants, the expectation of community engagement participation in performance expectations can increase in job satisfaction when boundary spanning roles are clearly articulated and understood by employees (Keller & Holland, 1975).…”

Section: Universities Is a Both Challenge And Opportunitymentioning

confidence: 94%

“…Franz, Jeri. Childers, & Nicole Sanderlin, 2012;Lunsford & Omae, 2011;Nicotera et al, 2011;Nowell & Boyd, 2010). Ponterotto (2005) states that when a "unique and complex entity" is the subject of consideration, the researcher takes an "ideographic" perspective in their study which is to say the findings are unique and in such detail that generalization and predictability would be precluded.…”

Section: Methodsmentioning

confidence: 99%

“…This lack of clear measurement may affect the perceptions of various stakeholders when reading the required selfstudy survey responses and stymie efforts for improvement without concrete, understood benchmarks (Holland, 2009). The relative absence of reward for faculty and staff involvement in community-engaged research is also a challenge to expanding and maintaining capacity for community engagement activities (Lunsford & Omae, 2011;Nicotera, Cutforth, Fretz, & Summers Thompson, 2011). Institutions may find the initial-and post-institutionalization process somewhat of an uphill battle without formal recognition of and incentivizing community engagement work in the faculty evaluation process (Nicotera et al, 2011).…”

Section: Community Engagement Planning Achieving Success and Recognit...mentioning

confidence: 99%

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A qualitative study of community engagement and for-profit colleges and universities

Magyar

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The purpose of this general inductive study was to describe community engagement of for-profit college and universities (FPCUs), capture employee ideas on what community engagement could look like in the future, and how their institutions could achieve such accomplishments. The role of community engagement in the represented FPCU institutions was investigated through the research question, "How do high-level administration and campus staff and/or faculty of forprofit colleges and universities describe the current and future community engagement roles of their respective institutions?" Literature on boundary spanning theory, community engagement at public and private not-for-profit (PPNFPs) colleges and universities, and Public Benefit Corporations (PBCs) supported the focus of this foundational study. Interviewees represented various roles within their FPCUs and provided rich descriptions of their community engagement experiences and ideas. The findings of the study indicated FPCUs (a) engage within their communities, (b) large-and online-adjunct model is a both challenge and opportunity, and (c) employees believed community engagement was important to their institutions' success. Based on the findings, the following recommendations were made: FPCUs should (a) adopt, adapt, or develop a community engagement framework, (b) increase dialogue about community engagement work, (c) make institutions accessible to community engagement (and other)research. The most significant challenge faced by for-profit colleges and universities was (and still is) to grow new roots, visible ones that reflected commitment to their communities and the tremendous public investment that they received in the form of Title IV (federal) financial aid and student tuition.

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Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty

Sidhu

Gage

2021

Heliyon

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Identifying the optimal approach for motivating faculty to adopt teaching innovation is important, given that broad-scale initiatives can utilize an inordinate amount of time and resources. Using a quantitative approach, we evaluate policy actions that are most strongly associated with the adoption of either e-learning or communityfocused experiential learning, over a five-year period in a single institution. Comparisons between adopters and non-adopters affirm the relevance of previously documented facilitators and barriers. However, a logistic regression analysis demonstrates that actions that promote a supportive institutional culture (such as, an institutional plan, committee involvement, professional development and logistical support) as well as faculty perceptions and beliefs (i.e., "using new methods is not risky for student learning"; confidence and self-efficacy with respect to implementation), is strongly associated with the adoption of either e-learning (n ¼ 118) or communityfocused experiential learning (n ¼ 97). In contrast, funding and professional dimensions (i.e., workload, historical precedence, and the institutional promotion of the innovation with respect to academic freedom) is weakly associated with adoption. The results not only provide a fine-grained analysis of current assumptions regarding the necessary conditions for implementing organizational change in the university context, but also suggest an approach that reinforces and sustains the adoption of teaching innovation over the long term. Theoretical and practical implications are discussed in reference to models of organizational change, faculty motivation and approaches to institutionalizing teaching innovation.

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An Examination of the Factors that Shape the Engagement of Faculty Members and Academic Staff

Cited by 4 publications

References 18 publications

Reorienting business education through the lens of Ernest Boyer

Reorienting business education through the lens of Ernest Boyer

A qualitative study of community engagement and for-profit colleges and universities

Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty

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