Implications of Biglan model research for the process of faculty advancement

Roskens, Ronald W.

doi:10.1007/bf00979601

Cited by 21 publications

(6 citation statements)

References 14 publications

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“…Thus, weighting systems that take differences among academic subjects into account should be developed. More specifically, different weighting systems should be constructed for different academic areas, for use not only by academic departments but also by faculty at the collegewide or universitywide level, in order to ensure more equitable and objective measurements of faculty research performance (Roskens, 1983). Journal Articles.…”

Section: Manis (1951)mentioning

confidence: 99%

Assessing faculty scholarly performance

Braxton

Bayer

1986

New Drctns for Instit Rsrch

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Section: Manis (1951)mentioning

confidence: 99%

Assessing faculty scholarly performance

Braxton

Bayer

1986

New Drctns for Instit Rsrch

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“…Previous research has found that the nature or characteristics of a discipline could contribute to the differences in how individuals function (Seagren, Creswell, Wheeler, 1993). In his study on faculty review and advancement, Roskens (1983) revealed that faculty productivity and work habits were significantly influenced by the characteristics of the disciplines. Consequently, scholarly activities of a faculty in one area cannot be interpreted in the same way as the scholarly activities of a faculty in another area.…”

Section: Departmental Typologymentioning

confidence: 99%

Beyond tenured: analysis of the influence of department chair role conflict, stress, job satisfaction and their likelihood to serve for another term

Purnamasari¹

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Research Question 2: How do the factors that cause stress vary among department chairs at different disciplines, i.e., Agriculture, Science, and Engineering? ………………………………………………………………….. Research Question 3: How do gender differences affect the issues surrounding department chairs role, i.e., stress, role conflict, and job satisfaction? ……………………………………………………………….. Research Question 4: Are there any relationships between department chair's perceived stress, job satisfaction, and willingness to serve for another term? ………………………………………………………………. Conclusions and Recommendations …………………………………………… Limitations of the Study ………………………………………………………... Recommendations for Future Research ………………………………………...

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“…Life disciplines investigate living organisms and creatures; non-life disciplines do not. Putting the three dimensions together, for example, hard-pure-life disciplines include biology and physiology, whereas soft-applied-non-life disciplines include finance and design (Roskens, 1983).…”

Section: Theoretical Framework: Typology Of Academic Disciplinesmentioning

confidence: 99%

Disciplinary differences in doctoral student engagement in generic skills learning

Sakurai

Pyhältö

2021

SGPE

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Purpose This study aims to explore the disciplinary characteristics of doctoral students’ generic skills learning experience at a Finnish university. Design/methodology/approach An online survey measuring doctoral students’ generic skills learning experience was administered to all doctoral students of the university and 1,184 responses were obtained. The study conducted exploratory and confirmatory factor analysis, principal component analysis and heatmap analyses. Findings The results suggested three major trends. First, students’ scores for research integrity skills were consistently lower in the hard sciences, such as biological and environmental sciences, pharmacy, veterinary medicine, science and medicine. Second, students of the law showed a unique trend; their scores for research integrity, leadership and entrepreneurship skills learning were remarkably higher than those in other faculties, but they had the lowest scores for communication skills. Research limitations/implications The data represented students at one Finnish university, so institutional and geographical differences fell beyond the scope of this paper. Furthermore, the results could reflect either the authentic levels of students’ acquired skillsets or self-interpretation of experiences governed by their disciplinary values. Accordingly, the immediate generalisability of the findings to individuals and different contexts should carefully be considered. Originality/value The findings can contribute to improve doctoral training practices. In addition, the survey results are useful for the further development of inventories, as doctoral students’ engagement in generic skills development has been attracting attention in higher education.

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Implications of Biglan model research for the process of faculty advancement

Cited by 21 publications

References 14 publications

Assessing faculty scholarly performance

Assessing faculty scholarly performance

Beyond tenured: analysis of the influence of department chair role conflict, stress, job satisfaction and their likelihood to serve for another term

Disciplinary differences in doctoral student engagement in generic skills learning

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