Literaturnachweis - Detailanzeige
| Autor/inn/en | Glenny, Lyman A.; Bowen, Frank M. |
|---|---|
| Institution | California State Postsecondary Education Commission, Sacramento. |
| Titel | Signals for Change: Stress Indicators for Colleges and Universities. |
| Quelle | (1980), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Administrative Policy; Administrator Guides; Budgets; Change Strategies; College Faculty; College Planning; College Students; Demography; Educational Change; Educational Finance; Educational Policy; Employment Practices; Enrollment Trends; Higher Education; Long Range Planning; Organizational Change; Predictor Variables; School Business Relationship; School Community Relationship; Student Needs |
| Abstract | Thirty-five indicators of the need for change in a higher education institution are outlined. They are divided into two large categories: those over which the institution has little or no control, and those over which it has some or total control. Within those categories are subcategories: indicators for short-range planning, and those for long-range planning. Some examples of long-range indicators over which the institution has little control are: shifts in community demography and labor demand, enterprises targeted for government subsidy, occupational trends, changing student profiles, and trends in student interests. Short-range indicators for conditions over which the institution has little control include: manpower markets and enrollment, four-year colleges offering two-year programs, average student loads, and budget uncertainty. Long-range planning indicators over which the institution has some control include: physical campus environment, proportion of budget funds from soft money, and a decrease in community college transfer students. Among the short-range planning indicators with some institutional control are: admission standards and policies, hiring from within, unmet program needs, program mix and potential clientele, increasing unit costs, increase in percentage of part-time faculty, percent of faculty teaching outside their primary fields of specialization, regular faculty assigned to unusual teaching hours, staffing formulas, early retirement policies, teaching loads, registration policies, career counseling, placement of graduates, budgets for supplies and travel, faculty salaries as a proportion of the budget, and fees for selective services. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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