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.

Industrial archaeology: a thematic or a period discipline?

Antiquity ◽  
1990 ◽  
Vol 64 (243) ◽  
pp. 275-282 ◽  
Author(s):  
Marilyn Palmer
Keyword(s):  
Industrial Revolution ◽  
Historical Period ◽  
Full Time ◽  
Industrial Archaeology ◽  
Part Time ◽  
1960S And 1970S ◽  
The 1960S ◽  
University Expansion ◽  
Ancient Monument ◽  
The 19Th Century

A thematic or a period discipline?Industrial archaeology has generally been defined as a thematic discipline, concerned with only one aspect of man’s past activity. Although the term ‘archaeology of industry’ was used in the 19th century, it was Michael Rix who used the phrase ‘industrial archaeology’ in print for the first time (Rix 1955). He later defined industrial archaeology as ‘recording, preserving in selected cases and interpreting the sites and structures of early industrial activity, particularly the monuments of the Industrial Revolution’ (Rix 1967: 5). The emphasis on the term ‘industrial monument’ followed a need to define an industrial class of Ancient Monument so that some examples would be scheduled. Industrial archaeology, then, grew from the need to record and preserve standing structures threatened with demolition rather than an inherent desire to understand more about the historical period of the monuments. It was perhaps felt that understanding of the industrial revolution period was more readily arrived at by other means, particularly written historical evidence. During the ‘rescue’ years of the 1960s and 1970s, archaeology was one of the two areas of fastest university expansion and very popular in extra-mural teaching. But none of the archaeology departments took up industrial archaeology, although many of the extra-mural departments did; it is largely as a part-time, amateur interest that industrial archaeology has flourished ever since. The author’s post as an industrial archaeologist in the Leicester archaeology department is one of the first occasions on which the specialism has been given a place in full-time undergraduate archaeology courses.

Velarde, Héctor Bergman (1898–1989)

2018 ◽  
Author(s):  
Katerine Tapia Vila
Keyword(s):  
Higher Education ◽  
Childhood And Adolescence ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Academic Texts ◽  
Vice Chancellor ◽  
The University ◽  
The City

The architect Héctor Velarde was born in Lima, Peru, on May 14, 1898. His father was a diplomat and Velarde passed his childhood and adolescence in Brazil, Switzerland, and Paris. Velarde studied in France at the École Spéciale des Travaux Publics, du bâtiment et de l’industrie graduating as an architect-engineer in 1919. In 1920 he entered the École des Beaux-Arts where he studied at the atelier of Victor Laloux, an upcoming neoclassical French architect. In 1924 Velarde returned to Lima, and from then until 1927 dedicated himself to the diplomatic service, to literature and to journalism. In 1928 he resigned from the diplomatic corps and devoted himself full-time to architecture and construction, as well as to teaching at various institutions of higher education, becoming Vice Chancellor of the University of Lima. During his career as an architect he built several projects that can still be seen in the city today. A prolific writer, he produced a variety of academic texts and humorous stories. Velarde died on December 22, 1989.

New Roles for the University: The British Experience

1976 ◽  
Vol 159 (2) ◽  
pp. 43-54
Author(s):  
Michael Pinto-Duschinsky
Keyword(s):  
Higher Education ◽  
Open University ◽  
Full Time ◽  
University System ◽  
Success Stories ◽  
Part Time ◽  
Robbins Report ◽  
Time Courses ◽  
The University

To survey the expansion of British higher education during the last twenty years is to conduct an inquest into an almost unmitigated disaster. The greatly enlarged university system and the new polytechnics have yielded few of the advantages originally claimed by the proponents of rapid growth. The main reason for this failure is that “expansion” has generally been seen as “more of the same.” Since the 1950s, and particularly since the authoritative Robbins Report of 1963, the new universities and polytechnics have too easily become replicas of the old. Higher education has remained geared to the traditional Oxbridge function — the provision of full time, non-vocational, residential, degree courses for 18 – 22 year olds. Significantly, one of the most notable success stories has been the Open University. Unlike conventional institutions, this has introduced a fresh concept of higher education. It offers part time courses catering mainly for adults. The courses are based on correspondence materials and television lectures. The Open University has shown how it is possible to extend the role of the university.

scholarly journals «THEY CONSTANTLY FELT CENSORSHIP AND A SET OF STANDARDS THEY HAD TO MEET»: THE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV IN THE 1970S – MID-1980S (STRUCTURE, FACULTY MEMBERS, STAFFING POLICY)

2020 ◽  
Vol 33 ◽  
pp. 157-176
Author(s):  
Halyna Bodnar
Keyword(s):  
Oral History ◽  
Structural Changes ◽  
The State ◽  
Faculty Members ◽  
Individual Experience ◽  
Structural Development ◽  
Full Time ◽  
National University ◽  
Part Time ◽  
The University

The article analyzes structural changes at the Lviv University, changes within the composition of University students and professors, as well as staffing policy in the 1970s‒mid-1980s using new sources and the perspective of individual experience – published memories and oral history. The Era of Stagnation's ideological environment determined the state of higher education and Lviv University in particular. The beginning of prolonged stagnation of the 1970s‒mid-1980s became particularly evident for the University after a high-profile condemnation campaign of «anti-Soviet group of students» from the Faculty of History and Philological Faculty who expressed critical opinions on the limited use of the Ukrainian language, Russification, and Soviet national policy. Elimination and «appeasement» of unwanted professors in the early 1970s was effected through their forced retirement, change of employment, and issue of admonitions, marking the end of a whole epoch in the life of the University, which lasted since after the war and was associated with the personalities of certain professors. From now on, staffing policy was determined by the constructed image of the «right» Soviet scientist and teacher for whom enhanced «political principles» prevailed over solid scientific achievements, which is proven not only by archival documents but also highlighted in contemporary narrative memory. At the same time, in the 1970s‒1980s, similarly to the Soviet era in general, the University continued its structural development – a new faculty was created, the activities of structural units were expanded, new research laboratories were opened, the number of departments increased together with the number of faculty members, whose substantial research distinguished the University among other schools of the Soviet Union. In the mid-1970s, Lviv University already had thirteen faculties with over seven hundred faculty members, including 8.5 % Doctors and Professors and 45 % of Candidates of Science and Docents. The largest faculties were Faculty of Economics, Faculty of Law, and Philological Faculty with 1,500 students each. Overall, the University had 5,500 full-time students, 4,900 extramural students and 1,700 part-time students. Faculty of Journalism, Faculty of Geography, and Faculty of Geology did not have a part-time department, while the Faculty of Physics and Faculty of Chemistry did not have an extramural department (as of the early 1970s). Even sporadic and 1970s focused study (complete paperwork of the Scholarly Council, administrative and research units of the Lviv University for all the upcoming years is currently not available at the State Archives of Lviv Region (SALR) and the Archives of the Ivan Franko National University of Lviv) can help us raise various issues of the university life, which require further profound study using a systemic and comprehensive approach and the prism of individual experience – published memories and oral history. Keywords: the Ivan Franko National University of Lviv in the 1970s‒mid-1980s, students, faculty members, staffing policy, historical memory.

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.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

O początkach wychowania seksualnego w Polsce i kontestacji młodzieżowej na Zachodzie – zapis ostatniego wywiadu z Profesorem Andrzejem Jaczewskim

2021 ◽  
pp. 188-205
Author(s):  
Julia Stępniewska ◽  
Piotr Zańko ◽  
Adam Fijałkowski
Keyword(s):  
Sex Education ◽  
Auxiliary Function ◽  
Sexual Revolution ◽  
Sexual Education ◽  
The West ◽  
The Social ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University ◽  
The Relationship

In this text, we ask about the relationship between sexual education in Poland in the 1960s and 1970s with the cultural contestation and the moral (including sexual) revolution in the West as seen through the eyes of Prof. Andrzej Jaczewski (1929–2020) – educationalist, who for many years in 1970s and 1980s conducted seminars at the University of Cologne, pediatrician, sexologist, one of the pioneers of sexual education in Poland. The movie “Sztuka kochania. Historia Michaliny Wisłockiej” (“The Art of Love. The Story of Michalina Wisłocka” [1921–2005]), directed in 2017 by Maria Sadowska, was the impulse for our interview. After watching it, we discovered that the counter-cultural background of the West in the 1960s and 1970s was completely absent both in the aforementioned film and in the discourse of Polish sex education at that time. Moreover, Andrzej Jaczewski’s statement (July 2020) indicates that the Polish concept of sexual education in the 1960s and 1970s did not arise under the influence of the social and moral revolution in the West at the same time, and its originality lay in the fact that it was dealt with by professional doctors-specialists. We put Andrzej Jaczewski’s voice in the spotlight. Our voice is usually muted in this text, it is more of an auxiliary function (Chase, 2009). Each of the readers may impose their own interpretative filter on the story presented here.

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