Shared Authority in Professional Education Governance: Roles and Desires of Full-Time Faculty.

Autor/inn/en	Miller, Michael T.; Miller, Gary
Titel	Shared Authority in Professional Education Governance: Roles and Desires of Full-Time Faculty.
Quelle	(1996), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrative Organization; College Faculty; College Governing Councils; Decision Making; Empowerment; Faculty College Relationship; Governance; Governing Boards; Graduate School Faculty; Higher Education; Participative Decision Making; Policy Formation; Politics of Education; Power Structure; Professional Autonomy; Professional Education; Teacher Administrator Relationship; Teacher Rights + Suchen Sie Ihr Suchwort? Fakultät; Hochschulrat; Decision-making; Entscheidungsfindung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Governing body; Governing bodies; Leitungsgremium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politische Betätigung; Berufsfreiheit; Berufsausbildung
Abstract	The purpose of this study, conducted as part of the National Data Base on Faculty Involvement in Governance Project, was to examine the perceptions of full-time faculty at a private professional graduate school of their involvement in governance in relation to an ideal system of shared authority and involvement. Data were collected using a survey instrument that contained 10 categorical response questions including the characteristics of an ideal governance process and beliefs about current faculty roles in institutional governance. Twenty-seven usable responses, which represented a 90 percent response rate, were received. Results showed that respondents agreed with four key statements: (1) faculty should assist in clarifying administrator roles; (2) faculty must insist on rights and responsibilities for appropriate governance roles; (3) faculty should be more involved in developing budget expenditures; and (4) the faculty voice is a valuable component in decision making. Responding faculty also perceived the ideal governance process as a system where they were involved early in the decision-making process and were empowered to question policy through a formal process. Two tables summarize response data. (Contains 13 references.) (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01