Literaturnachweis - Detailanzeige
Autor/inn/en | Kezar, Adrianna; Elrod, Susan |
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Titel | Taken for Granted: Improving the Culture of Celebration, Appreciation, and Recognition in Higher Education |
Quelle | In: Change: The Magazine of Higher Learning, 52 (2020) 5, S.29-36 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-1383 |
DOI | 10.1080/00091383.2020.1807880 |
Schlagwörter | Higher Education; Organizational Culture; Teacher Motivation; Recognition (Achievement); Job Satisfaction; Bullying; Organizational Change; School Personnel |
Abstract | In organizations, a common cultural practice is to recognize individuals who have contributed to the overall mission and goals, particularly those that have been consistently excellent. In addition to recognition, organizations engage in the work of appreciation, acknowledging that people play a central role in the work of the enterprise. In this article, the authors explore the experiences of faculty and staff, who diligently work for colleges and universities but feel their hard work is not acknowledged. The authors know some campuses--often smaller campuses--can have a very different feel, and people do feel celebrated, appreciated, recognized, and rewarded. Although some environments may make this easier, size and bureaucracy accounts for only some of the experiences of the three individuals above. They suggest aspects of academia's culture are responsible for why celebration, appreciation, and recognition are so hard to come by in higher education, and they offer suggestions for ways college and university leaders can create a culture where positive affirmation is more commonplace. (ERIC). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |