Literaturnachweis - Detailanzeige
| Autor/inn/en | Laursen, Sandra; Rocque, Bill |
|---|---|
| Titel | Faculty Development for Institutional Change: Lessons from an Advance Project |
| Quelle | In: Change: The Magazine of Higher Learning, 41 (2009) 2, S.18-26 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-1383 |
| Schlagwörter | Change Strategies; Organizational Change; Faculty Development; College Faculty; Formative Evaluation; Action Research; Improvement Programs; Instructional Improvement; Teacher Attitudes; Interviews; Tenure; Needs Assessment; Organizational Development |
| Abstract | The ADVANCE Institutional Transformation projects are remarkably diverse in their theories of action and choice of strategies. However, faculty development plays a role in many, and it was the central change strategy chosen by Leadership Education for Advancement and Promotion (LEAP), the 2002-2008 ADVANCE project at the University of Colorado at Boulder, elements of which continue to this day. LEAP assumes that faculty are the driving force of the institution, so helping faculty be productive makes the entire institution more productive. In evaluating the LEAP project, the authors interviewed 44 tenure-track faculty, across career stages and departments, who had participated in LEAP programs from 2003 to 2005. The authors' goal was to help the program directors refine their offerings, set priorities, and figure out how to sustain their programs when the external funding gave out. The authors wanted to hear what skills and knowledge faculty thought would benefit them, in what new directions might they move, what challenges they forecast for themselves and the university, how structures and policies helped or hindered their work, and how university culture influenced their workplace morale and sense of optimism. Although framed by gender issues in science, their study revealed a broad range of faculty concerns about how to have more productive and satisfying work and personal lives and about what kinds of institutional transformation would benefit them as individuals and collectively--concerns shared by male and female, science and non-science faculty members alike. The authors' conclusion, after conducting their evaluation, is that remedying underrepresentation requires interlinked strategies to provide the opportunities, resources, and environments that enable talented women to succeed--both individual support and institutional transformation, in short. (Contains 11 resources.) (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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