Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

Ives, Cindy; McWhaw, Katherine; Simone, Christina De

doi:10.47678/cjhe.v35i1.183492

Cited by 8 publications

References 38 publications

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2008

ASHE Higher Education Report

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Setting the StageM UCH HAS BEEN SAID over the last two decades about American college and university faculty. For the 1990s in particular, a maelstrom of critique from trustees, legislators, the popular press, faculty unions, and policymakers addressed needs for "reform" in how faculty are recruited, socialized, and rewarded throughout their careers. What has followed has been much quieter, however. Efforts have been made to redefine scholarship in reward systems, to implement post-tenure review systems, and to make the system fairer for women and minority faculty. How faculty go about their work has changed fundamentally with increasing use of technology, and faculty have become more involved in what Boyer (1990), Rice (1996), and have called the scholarships of teaching and community engagement (see also Hutchings and Shulman, 1999). Additionally, the composition of the American faculty has begun to change as more women and faculty of color have joined the professoriate, though many still find glass ceilings hindering career advancement-at times ceilings that appear made of Plexiglas (Terosky, Phifer, and Neumann, 2008). Admittedly, American higher education leaders and policymakers have not done away with the tenure system; that said, dramatic increases in part-time and non-tenure-track appointments has rendered the tenure system as less relevant to increasing numbers of academics (Schuster and Finkelstein, 2006).What is the history of the rhetoric, policy reform, and research on faculty over the last two decades, and what is missing in the dialogue? The purpose of this volume is to review and synthesize the literature on the American higher education faculty over the last fifteen to twenty years. As career-long students Published online in Wiley InterScience (www.interscience.wiley.com) •

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2008

ASHE Higher Education Report

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Enabling possibility: Women associate professors’ sense of agency in career advancement.

Terosky

O’Meara

Campbell

2014

Journal of Diversity in Higher Education

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In this multimethod, qualitative study we examined associate women professors' sense of agency in career advancement from the rank of associate to full. Defining agency as strategic perspectives or actions toward goals that matter to the professor, we explore the perceptions of what helps and/or hinders a sense of agency in career advancement. Our participants consisted of 16 women associate professors at a major research university who participated in an institutional intervention program designed to enhance sense of agency in career advancement, and a subset of 12 attendees who also participated in a follow-up focus group 6 months later. Participants commonly noted that the influences of workload alignment, interactions with on-campus colleagues, and sense of fit between personal values and institutional promotion criteria constrained their sense of agency in career advancement, while the institutional intervention, self-selected professional networks, and perceived abilities fostered their sense of agency in career advancement. We conclude with individual and institutional level recommendations for policies and practices aimed at enhancing sense of agency perspectives and actions in career development in hopes of better retaining, promoting, and supporting women faculty.

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Lessons learnt from literature on the diffusion of innovative learning and teaching practices in higher education

Smith

2012

Innovations in Education and Teaching International

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Faced with the challenges of the changes in higher education, educational developers??? roles, and the use of innovation to stimulate change, this study aimed to synthesise literature dealing with the diffusion of innovative learning and teaching practices in higher education to determine what lessons could be learnt. The findings suggest that the following need to be considered if innovations are to influence widespread change: senior management support, recognition of the time needed to change practices, appropriate skill development, contextualised innovation, supportive networks and a solid institutional infrastructure. The paper also considers the difficulties faced when trying to generalise guidance in an area wrought with the complexities of change and calls for further research that problematises the realities of innovation diffusio

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Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

Cited by 8 publications

References 38 publications

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Enabling possibility: Women associate professors’ sense of agency in career advancement.

Lessons learnt from literature on the diffusion of innovative learning and teaching practices in higher education

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