A Meeting of the Minds, So To Speak. The Organizational Socialization of Clinical Faculty.

Autor/inn/en	Hart, Ann Weaver; Naylor, Kerrie
Titel	A Meeting of the Minds, So To Speak. The Organizational Socialization of Clinical Faculty.
Quelle	(1992), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; Culture Conflict; Educational Administration; Higher Education; Industrial Psychology; Organizational Change; Organizational Climate; Research Universities; Schools of Education; Social Adjustment; Socialization; State Universities; Student Teacher Supervisors + Suchen Sie Ihr Suchwort? Kulturkonflikt; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Betriebspsychologie; Industriepsychologie; Organisationswandel; Organisationsklima; Forschungseinrichtung; Erziehungswissenschaftliche Fakultät; Soziale Anpassung; Socialisation; Sozialisation; Staatliche Universität
Abstract	A study was done of the social processes accompanying the integration of a program in educational administration into the clinical faculty of an education department at the University of Utah. The study examined the conflict and ambiguity that accompany change as well as the clash of professional culture between educational practice and the academy. Over 5 months, data were gathered that included unstructured observations conducted during academic faculty meetings, clinical faculty orientation and training sessions, academic and clinical faculty meetings, documents from the department of educational administration, and interviews. Data analysis followed established standards of rigor for qualitative research. The analysis also resulted in a modification of the framework with which the study started as academic department culture differed from field or practitioner orientation. Data seemed to support the findings that the department is experiencing pressures from a critical mass of newcomers, that socialization remains in the early stages, that contradictory definitions of isolation and autonomy remain strong, that research and publication hold different values for clinical and academic members, that all faculty value creativity, and that clinical faculty express greater conflict over the meaning of expertise. Included are 33 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC