Bargaining for &amp;quot;Quality&amp;quot; in Higher Education: A Case Study from the City Colleges of Chicago

Worthen, Helena; Berry, J. A.

doi:10.1353/lab.2002.0040

Cited by 5 publications

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Section: Faculty Qualitymentioning

confidence: 99%

“…Researchers do not agree on a single measurement to determine quality, making comparison among studies difficult as they often measure quite different aspects (Worthen and Berry, 2002). In a case study regarding a teacher accused on negligence, Worthen and Berry (2002) found that what faculty defined as quality differed from what administration defined as quality. In the following studies, quality is defined through various measures: grade distribution, student course evaluations, degrees held, contact hours and commitment, instructional styles and productivity, and students' transfer and graduation rates.…”

Section: Faculty Qualitymentioning

confidence: 99%

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2010

ASHE Higher Education Report

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Executive SummaryForewordAcknowledgmentsIntroduction and OverviewNeed for the MonographPurpose and AudienceTerminologyBackground: Understanding the Conflicting ResearchIntroduction to the Players: Groups Studying Non‐Tenure‐Track FacultyOrganization of the MonographTheories Used to Study and Understand Non‐Tenure‐Track FacultyEconomic TheoriesSociological TheoriesPsychological and Social Psychological TheoriesOrganizational TheoryLabor Relations TheoryConclusionTensionsIdeological TensionsPractical TensionsEmpirical TensionsConclusionConclusions and Suggestions for Further ResearchOverall Conclusions and ImplicationsFuture ResearchConclusionNotesReferencesName IndexSubject IndexAbout the Authors

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Section: Faculty Qualitymentioning

confidence: 99%

Section: Faculty Qualitymentioning

confidence: 99%

2010

ASHE Higher Education Report

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“…In a word, plenty.2 Lots of theories are useful, but of course some are more useful than others from a working-class perspective. Educational researchers in North America concerned with theories of learning and the union movement, such as Helena Worthen (e.g., Worthen 2001;2004;Worthen and Berry 2002), D'Arcy Martin (see Gairey et al 2004), David Livingstone, and me (Sawchuk 2003;Livingstone and Sawchuk 2004), have been arguing that one of the most powerful theories of education and learning for the labor movement is the Cultural Historical Activity Theory (CHAT). This theory defines learning , I not simply as a cognitive act.…”

Section: A Theory Of Education For the Use Of Labor Artmentioning

confidence: 99%

Labor Education and Labor Art: The Hidden Potential of Knowing for the Left Hand

Sawchuk¹

2006

Labor Studies Journal

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Approaches to education, knowledge and aesthetics are reviewed in order to discuss the role of art in union member education, distinguishing between insurgent art linked to oppositional political projects and dominant forms of Art Proper. Art is observed in terms of both production and consumption, drawing on psychologist Jerome Bruner's notion of knowing for the "right" and "left" hand and cultural-historical approaches to learning. It is argued that labor-based art is an important mediator for expanding labor education and activist development. To illustrate the ideas, a brief case study of a union-based arts production with school custodians in Canada is outlined. For all one's conviction that the world should be open to knowing, there are certain forms of knowledge that one fears. So it is with the subject of art.-Jerome Bruner (1962, 59) In a book written over four decades ago entitled On Knowing: Essays for the Left Hand, Harvard psychologist Jerome Bruner begins with a metaphor that I borrow here to start a discussion of what art has to offer labor education. The metaphor is rooted in the symbols of the right and left hands as two different types of knowing. The right hand is seen as a symbol of planned action, order, rationality, laws, and science. The left hand is a symbol of the dreamer, intuition, passion, and, Bruner adds, art. Bruner continues to say that the two hands, in fact, need each other; if the two are separated the full development of knowledge will be limited, and so will our ability to understand the processes that underlie it. Here I will add that this separation does not help our thinking about the future of labor education, either.

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“…hal terpenting guna mencapai akreditasi yang baik ialah dengan menerapkan pola Continuous Quality Improvement (CQI). Dengan meningkatkan mutu internal terlebih dahulu, dapat dipastikan proses akreditasi juga akan baik (Worthen, H. & Berry, J., 2002).…”

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Sistem Penjaminan Mutu Dan Pengawasan Pendidikan Tinggi

Suban¹

2020

JAF

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Bargaining for "Quality" in Higher Education: A Case Study from the City Colleges of Chicago

Cited by 5 publications

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Labor Education and Labor Art: The Hidden Potential of Knowing for the Left Hand

Sistem Penjaminan Mutu Dan Pengawasan Pendidikan Tinggi

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