Institutional transformation at a large private technical university: Reporting on the accomplishments of a combined data driven top-down and bottom-up approach

Mason, Sharon; Marchetti, Carol; Crawford, Kijana; Foster, Susan; Dell, Betsy; Bailey, Margaret B.; Baum, Stefi A.; Clayton, Laurie; Valentine, Maureen

doi:10.1109/fie.2014.7044116

Cited by 10 publications

(9 citation statements)

References 13 publications

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“…In education, there are two contradictory stances in professional development: namely, the top-down and bottom-up approaches (López, 2008). The former is usually imposed by the system or institution which determines the designs, pedagogy and the structure of the development package (Mason et al, 2014). In the latter, the participants have a voice, and they are involved in planning, designing the development programme.…”

Section: Approaches Of Professional Developmentmentioning

confidence: 99%

EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University

Alhoussawi¹

2022

IJEL

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This research study, based on qualitative research design, reports on the findings from native and non-native university English language teachers’ perceptions and beliefs with regards to a professional development programme they attended in their teaching context where they work at an English language institute (ELI) that is part of a Saudi university. The sample consisted of five male English as a Foreign Language (EFL) teachers who were involved in teaching intensive EFL courses at a Preparatory Year Programme (PYP). In this study, semi-structured interviews were utilized as the data collection method. Analysis of the data revealed that all teachers had a wide understanding of some essential issues related to professional development. Most of these teachers supported adopting the obligation policy of teacher involvement in the professional development programme. On the other hand, several participants voiced few concerns towards the available activities that are marked by being irresponsive to their needs, inadequate for the teaching context and unhelpful for them to reflect on their teaching practice. Also, the data highlighted the absence of the teachers’ role in the implemented professional development programme. The findings, however, indicated that the participants found the group discussion useful and enriching to their learning experiences. Furthermore, the data findings pinpointed that the teachers provided some useful suggestions for future improvement in the study context. Their suggestions tackled the trainer’s competence, needs analysis and the involvement of teachers in setting the agenda of their professional development programs.

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Section: Approaches Of Professional Developmentmentioning

confidence: 99%

EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University

Alhoussawi¹

2022

IJEL

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“…These frames can also inform the strategic approaches created to change the organization (Austin, Laursen, Hunter, & Soto, 2011). The AdvanceRIT project is designed to make progress in all four frames in order to influence long-term changes that will transform the culture, promote inclusion, and expand the representation of women on campus and among leadership (Mason et al, 2014). Each frame is described below with a connection to how this project was meant to transform the institution.…”

Section: Bolman and Deal Four Frames Approachmentioning

confidence: 99%

The Development and Evaluation of an ADVANCE Professional Developments Series to Promote Institutional Transformation

Dell¹,

Bailey²,

Litzler³

et al. 2019

ADVJRNL

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This paper reports on the development and assessment of a professional development workshop series implemented as part of an NSF ADVANCE Institutional Transformation grant at a large, private university. The goal of the grant was to increase the representation and advancement of women STEM faculty; it utilized a multi-frame organizational analysis approach (Bolman & Deal, 2017) to examine the organization and the approaches created by AdvanceRIT to change the organization. Evaluation results indicate that the series helped individuals strategically advance their careers, offered opportunities to learn from other women in academia and expand their networks, and share strategies to intervene against implicit bias and discrimination. At the institutional level, evaluation results suggest improvements to culture, including broader awareness of equity and discrimination issues and expanded networks across the institution. Series participants expressed a desire for more change and impact at the institution level.

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“…22 This may be attributed, in part, to differing promotion expectations for male and female faculty and/or the beliefs of women faculty that they need more solid credentials than men to be promoted to full professor. 23 This is not surprising considering that the decisions of promotion committees often rest on values and judgments, rather than on measurement or clear expectations.…”

Section: Figure 1: Connectivity Series Satisfaction Survey Resultsmentioning

confidence: 99%

Career Navigation Initiatives for Women STEM Faculty in Support of Institutional Transformation

Dell¹,

Marchetti²,

Mason³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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In preparation for creating an institutional transformation strategy, researchers conducted a multi-year self-study (NSF ADVANCE 0811076) to identify career advancement and navigation barriers for current women faculty at a large private university and establish how well the university addresses issues important to the recruitment, retention, and advancement of women STEM faculty. Results of a faculty climate survey, objective human resources data review, and benchmarking led to the identification of barriers in the areas of career navigation, climate, and flexibility in work/life management balance which have been previously reported. [1][2][3][4] Opportunities for reducing barriers and launching new interventions were assembled into a comprehensive institutional transformation strategy funded in 2012 by NSF ADVANCE (1209115). The goal of this funded project, referred to as AdvanceRIT, increases the representation and advancement of women STEM faculty by creating new interventions, structures, and resources to support faculty career navigation while promoting supportive and aligned cultural change. An additional emphasis adapts interventions to address the needs of key sub-populations including women of color and deaf and hard-of-hearing women faculty. The AdvanceRIT project: 1) refines and strengthens targeted institutional structures; 2) improves the quality of women faculty's work life; 3) aligns institutional, administrative, and informal systems of power and resources to support and sustain progress towards the project goal; and 4) enhances the working environment and support career advancement for women faculty that supports career goals for all faculty.

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Institutional transformation at a large private technical university: Reporting on the accomplishments of a combined data driven top-down and bottom-up approach

Cited by 10 publications

References 13 publications

EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University

EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University

The Development and Evaluation of an ADVANCE Professional Developments Series to Promote Institutional Transformation

Career Navigation Initiatives for Women STEM Faculty in Support of Institutional Transformation

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