Literaturnachweis - Detailanzeige
| Autor/in | Meyer, Katrina A. |
|---|---|
| Institution | ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development.; Association for the Study of Higher Education. |
| Titel | Faculty Workload Studies: Perspectives, Needs, and Future Directions. ASHE-ERIC Higher Education Report, Vol. 26, No. 1. |
| Quelle | (1998), (135 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISSN | 0884-0040 |
| ISBN | 1-878380-81-8 |
| Schlagwörter | Beliefs; Change Strategies; College Faculty; College Instruction; College Outcomes Assessment; Educational Change; Educational Finance; Faculty Workload; Higher Education; Productivity; Public Opinion; Role of Education; School Business Relationship; Trend Analysis |
| Abstract | This report reviews the literature and discusses issues concerning college faculty workload and productivity. Section 1 reviews the situation in the United States, noting increased interest in faculty workload issues as a result of population pressures, faltering economies, and the rising costs of higher education, especially of personnel. Section 2 looks at the role of perceptions, noting criticism by the business community and many legislators, public opinion, and views within higher education. The third section reviews recent studies on faculty workload and productivity which suggest that faculty work long hours, especially on teaching and teaching-related activities, though time spent in the classroom is relatively small. A lack of studies examining productivity in faculty teaching and service is noted. Beliefs which are barriers to solutions are discussed in the following section. These beliefs include equating teaching with lecturing and holding faculty responsible for all higher education's problems. The final section proposes some solutions. Among these are: focusing on students' learning, defining outputs, clarifying curricula and missions, realizing the potential of technology, realigning rewards for research and teaching, and encouraging new leaders and fresh ideas. Appended is an annotated bibliography of faculty workload studies. (Contains approximately 200 references.) (DB) |
| Anmerkungen | ERIC Clearinghouse on Higher Education, One Dupont Circle, Suite 630, Washington, DC 20036-1183; phone: 800-773-3742; fax: 202-452-1844; e-mail: eriche@eric-he.edu ($24). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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