Mission Intentionality and Operational Integrity: The Essential Role of Faculty in Adult Degree Programs

Autor/in	Blair, Anthony L.
Titel	Mission Intentionality and Operational Integrity: The Essential Role of Faculty in Adult Degree Programs
Quelle	In: New Directions for Higher Education, (2012) 159, S.15-20 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20022
Schlagwörter	Higher Education; Adult Students; Adult Programs; Administrative Organization; Administrative Change; College Faculty; Teacher Role; Curriculum Development; College Instruction; College Admission; Instructional Improvement; Student Attitudes; Feedback (Response); Educational Objectives; Systems Approach; Pennsylvania + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fakultät; Lehrerrolle; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschullehre; Hochschulzugang; Hochschulzulassung; Zulassung; Unterrichtsqualität; Schülerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Systemischer Ansatz
Abstract	Eastern University has moved from a distributed model to a centralized model for administration of its adult degree programs. This move involved numerous factors and motivations but one central component in the ultimate success of that move was a significant change in the role of faculty assigned to the program. Once regarded as rather ancillary providers of instructional services, reporting to nonacademic administrators, they were increasingly empowered to assume ownership of three primary inputs of academic quality: (1) curriculum; (2) instruction; and (3) admission of students. Although the move was undertaken to address perceived inefficiencies in student services, which have not been entirely remedied, an unintended benefit of the restructuring was improvement of academic quality. The drivers of this change, the process that was followed, and the consequences that resulted are briefly discussed in this chapter, allowing the reader to generalize from Eastern University's experience to other institutions exploring or desiring such a transition. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10