Do Your Job

2008 ◽  
Author(s):  
Stanley Fish
Keyword(s):  
Social Action ◽  
Faculty Members ◽  
Basic Question ◽  
Committee Report ◽  
Teaching And Research ◽  
Analytical Skills ◽  
Faculty Committee ◽  
The University ◽  
Moral Advice ◽  
Legal Theorist

So back to the basic question. What exactly is the job of someone who teaches in a college or a university? My answer is simple and follows from legal theorist Ernest Weinrib’s account of what is required if an activity is to have its own proper shape. It must present itself “as a this and not a that.” As I have already said, the job of someone who teaches in a college or a university is to (1) introduce students to bodies of knowledge and traditions of inquiry they didn’t know much about before; and (2) equip those same students with the analytical skills that will enable them to move confidently within those traditions and to engage in independent research should they choose to do so. Job performance should be assessed on the basis of academic virtue, not virtue in general. Teachers should show up for their classes, prepare lesson plans, teach what has been advertised, be current in the literature of the field, promptly correct assignments and papers, hold regular office hours, and give academic (not political or moral) advice. Researchers should not falsify their credentials, or make things up, or fudge the evidence, or ignore data that tells against their preferred conclusions. Those who publish should acknowledge predecessors and contributors, provide citations to their sources, and strive always to give an accurate account of the materials they present. That’s it, there’s nothing else, and nothing more. But this is no small list of professional obligations, and faculty members who are faithful to its imperatives will have little time to look around for causes and agendas to champion. A faculty committee report submitted long ago to the president of the University of Chicago declares that the university exists “only for the limited . . . purposes of teaching and research” and reasons that “since the university is a community only for those limited and distinctive purposes, it is a community which cannot take collective action on the issues of the day without endangering the conditions for its existence and effectiveness” ( Kalven Committee Report on the University’s Role in Political and Social Action, November 11, 1967).

scholarly journals Multitask Agents and Incentives: The Case of Teaching and Research for University Professors*†

2020 ◽  
Author(s):  
Marta De Philippis
Keyword(s):  
Natural Experiment ◽  
Faculty Members ◽  
Average Effect ◽  
University Professors ◽  
Teaching And Research ◽  
Positive Correlation ◽  
Composition Effects ◽  
Research Ability ◽  
The University ◽  
Research Incentives

Abstract This paper exploits a natural experiment to study the effects of providing stronger research incentives to faculty members on the universities’ average teaching and research performances. The results indicate that professors are induced to reallocate effort from teaching towards research. Moreover, tighter research requirements affect the faculty composition, as they lead lower research ability professors to leave. Given the estimated positive correlation between teaching and research ability, those who leave are also characterized by lower teaching ability. The average effect on teaching for the university is therefore ambiguous, as positive composition effects countervail effort substitution.

African Studies Program, University of Wisconsin

1965 ◽  
Vol 3 (3) ◽  
pp. 429-430
Author(s):  
M. Crawford Young
Keyword(s):  
Faculty Members ◽  
African Studies ◽  
Teaching And Research ◽  
University Departments ◽  
University Of Wisconsin ◽  
Research And Teaching ◽  
A Minor ◽  
The University

The African Studies Program at the University of Wisconsin was established in September 1961, thus formalising the co-operation which had been developing over several years between faculty members in various disciplines and departments with research and teaching interests in Africa. The Program provides a centre for the co-ordination of such teaching and research. A certificate in African studies may be obtained in association with an M.A. degree in one of the university departments; at the Ph.D. level, African studies may be offered as a minor field.

scholarly journals Dr. Richard C. Nelson: An Important Multigenerational Father of Biomechanics

2021 ◽  
Vol 37 (6) ◽  
pp. 587-589
Author(s):  
Robert W. Norman ◽  
Stuart M. McGill ◽  
James R. Potvin
Keyword(s):  
Graduate Education ◽  
Significant Influence ◽  
Human Movement ◽  
Scientific Discipline ◽  
Faculty Members ◽  
Faculty Research ◽  
Teaching And Research ◽  
Work Physiology ◽  
Research Programs ◽  
The University

Dr. Richard Nelson is internationally acknowledged in many countries as an extremely important leader in the emergence of biomechanics of human movement as a respected scientific discipline. As his PhD graduates, and, subsequently, their graduates, have become faculty members at many universities, Dr. Nelson’s influence has grown for more than 50 years via several generations of his biomechanics “children.” It was probably never known to him that he also had significant influence on all laboratory-based subdisciplines of the undergraduate and graduate education and faculty research programs of the then new (1967) Department of Kinesiology at the University of Waterloo, Canada. The teaching and research programs included not only biomechanics but also exercise and work physiology, anatomy, biochemistry, and neurophysiology of human movement.

scholarly journals Using an electronic journal availability study to measure access to electronic journals by academics and researchers in the Faculty of Agriculture at the University of Zimbabwe

2015 ◽  
Vol 39 (120) ◽  
pp. 29-42 ◽  
Author(s):  
Thembani Malapela ◽  
Karin De Jager
Keyword(s):  
Internet Access ◽  
Faculty Members ◽  
Electronic Journal ◽  
Research Needs ◽  
Core Journal ◽  
Electronic Journals ◽  
Teaching And Research ◽  
Research Initiative ◽  
The University ◽  
University Of Zimbabwe

This article examines the use of an electronic journal availability study as a means of measuring access to subscribed journal collections that are needed by faculty members for their teaching and research. As in other disciplines, academics in agriculture are dependent on articles in electronic journals to obtain recent information and to build upon their own research. Empirical evidence is needed to select specific databases, to justify subscriptions, and to meet the research needs of academics. This article presents findings from an electronic journal availability study, which was used to determine the extent to which electronic journal collections met teaching and research needs at the University of Zimbabwe. The study took place between September 2013 and February 2014. A core journal titles list, simulating faculty’s research needs, was retrieved from a library’s electronic journals databases to establish the electronic journals availability rate: a measurement of the availability of the journals from the library’s electronic collections. This study showed an 85.5% availability rate across local collections, with the following results for the donated journal schemes: 63% in Access to Global Research in Africa (AGORA); 47% in Access to Research for Development (ARDI); 51% in Health Internet Access to Research Initiative (HINARI), and 53.5% in Online Access to Research in the Environment (OARE). This electronic journal availability study demonstrates that librarians need continuously to evaluate their collections and to assess whether these meet the needs of their users.

The Growth of Administration

2011 ◽  
Author(s):  
Benjamin Ginsberg
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Teaching And Research ◽  
Spare Time ◽  
Part Time ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

During My Nearly five decades in the academic world, the character of the university has changed, and not entirely for the better. As recently as the 1960s and 1970s, America’s universities were heavily influenced, if not completely driven, by faculty ideas and concerns. Today, institutions of higher education are mainly controlled by administrators and staffers who make the rules and set more and more of the priorities of academic life. Of course, universities have always employed administrators. When I was a graduate student in the 1960s and a young professor in the 1970s, though, top administrators were generally drawn from the faculty, and even midlevel managerial tasks were directed by faculty members. These moonlighting academics typically occupied administrative slots on a part-time or temporary basis and planned in due course to return to full-time teaching and research. Because so much of the management of the university was in the hands of professors, presidents and provosts could do little without faculty support and could seldom afford to ignore the faculty’s views. Many faculty members proved to be excellent managers. Through their intelligence, energy and entrepreneurship, faculty administrators, essentially working in their spare time, helped to build a number of the world’s premier institutions of higher education. One important reason for their success was that faculty administrators never forgot that the purpose of the university was the promotion of education and research. Their own short-term managerial endeavors did not distract them from their long-term academic commitments. Alas, today’s full-time professional administrators tend to view management as an end in and of itself. Most have no faculty experience, and even those who spent time in a classroom or laboratory hope to make administration their life’s work and have no plan to return to the faculty. For many of these career managers, promoting teaching and research is less important than expanding their own administrative domains. Under their supervision, the means have become the end.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Combining the Love of Art, Science, Business and Medicine to Innovate and Enhance Patient Health. Highlights from the 7th Annual Leaders in Medicine Symposium of the Cummings School of Medicine, Calgary, AB

2018 ◽  
pp. E51-E54
Author(s):  
Jennifer Beatty ◽  
Michael Peplowski ◽  
Noreen Singh ◽  
Craig Beers ◽  
Evan M Beck ◽  
...  
Keyword(s):  
Hospital Admissions ◽  
Clinical Care ◽  
Clinical Problem ◽  
Faculty Members ◽  
Guest Speaker ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Patient Health ◽  
The University ◽  
Care Costs

The Leader in Medicine (LIM) Program of the Cumming School of Medicine, University of Calgary, hosted its 7th Annual LIM Research Symposium on October 30, 2015 and participation grew once again, with a total of six oral and 99 posters presentations! Over 45 of our Faculty members also participated in the symposium. This year’s LIM Symposium theme was “Innovations in Medicine” and the invited guest speaker was our own Dr. Breanne Everett (MD/MBA). She completed her residency in plastic surgery at University of Calgary and holds both a medical degree and an MBA from the University of Calgary. In her inspiring talk, entitled “Marrying Business and Medicine: Toe-ing a Fine Line”, she described how she dealt with a clinical problem (diabetic foot ulcers), came up with an innovation that optimized patient care, started her own company and delivered her product to market to enhance the health of the community. She clearly illustrated how to complete the full circle, from identifying a clinical problem to developing and providing a solution that both enhances clinical care and patient health as well as reduces health care costs and hospital admissions. The research symposium was an outstanding success and the abstracts are included in companion article in CIM.

Impact Of Transformational Leadership On Motivating Faculty Members

2019 ◽  
Vol 118 (11) ◽  
pp. 303-312
Author(s):  
Jamal Asad Mezel ◽  
Adnan Fadhil Khaleel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Transformational Leadership ◽  
Empirical Study ◽  
Leadership Styles ◽  
Faculty Members ◽  
Traditional Form ◽  
Lack Of Information ◽  
University Leaders ◽  
The University ◽  
The Impact

This empirical study show that the impact of all styles was well moderate. The means of effect of all styles were less than 3 out of 5. It means the expected impact of transformational affect upon the all dimensions of the activities, are not expected due to the traditional styles of leadership and the lack of information about the transformational leadership styles which can guide leaders to use such styles in the organization which may be this results due to lack of trained leaders and necessary knowledge with the leaders in all universities about transformational styles the traditional form of the leadership styles which used by the university leaders affect the communication between all levels of the administration and the faculty members which has consequence because decrease in motivation and a self-consideration from the administration.

An Investigation of Faculty Members' Engagement in Saudi Arabia

2018 ◽  
Vol 3 (2) ◽  
pp. 114-136
Author(s):  
Eman I AHMED
Keyword(s):  
Employee Engagement ◽  
Faculty Perceptions ◽  
Cognitive Engagement ◽  
Faculty Members ◽  
University Administrators ◽  
Point Scale ◽  
Policy Makers ◽  
Efficiency And Effectiveness ◽  
The University ◽  
The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

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