Higher Education Criticism: Do University Faculty Members and Community Professionals Have Different Viewpoints?

Autor/in	Chiang, Linda H.
Titel	Higher Education Criticism: Do University Faculty Members and Community Professionals Have Different Viewpoints?
Quelle	(1991), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College Faculty; Community Attitudes; Comparative Analysis; Educational Objectives; Educational Responsibility; Higher Education; Opinions; Postsecondary Education; Professional Personnel; Responses; Role of Education; Sex Discrimination; Social Status; Success; Surveys; Teacher Attitudes + Suchen Sie Ihr Suchwort? Fakultät; Educational objective; Bildungsziel; Erziehungsziel; Erziehungsverantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmeinung; Post-secondary education; Tertiäre Bildung; Personalbestand; Bildungsauftrag; Sex; Discrimination; Geschlecht; Diskriminierung; Sozialer Status; Erfolg; Survey; Umfrage; Befragung; Lehrerverhalten
Abstract	This paper presents results of a survey that focused upon responses from college faculty (N=33) and community professionals (N=56) in the following areas: the goals of higher education; success factors of higher education; attitudes and values held about higher education; gender discrimination in higher education; and perceived social status of college faculty members. Data collected from the study reveal the following: (1) both groups perceived that "to transmit knowledge" was the most important role of higher education; (2) success factors of college teachers were "classroom teaching" and "scholarly efforts" as viewed by college faculty, and "classroom teaching" and "producing new knowledge" as viewed by community professionals; (3) both groups viewed higher education as playing an important role in formulating student attitudes and values; (4) females from both groups reported that gender discrimination is a cause of concern (males were less concerned); and (5) faculty members perceived their social status as equal to or below that of other professionals, while community professionals perceived faculty members as having equal or higher social status to other professionals. Conclusions and suggestions based on the findings are provided. Contains eight references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01