Faculty Evaluation Practices among Occupational Therapy Chairpersons: A Comparative Study

1983 ◽  
Vol 3 (3) ◽  
pp. 141-163 ◽  
Author(s):  
Roger A. Lanier ◽  
John J. Hedl ◽  
Charles H. Christiansen
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Research Performance ◽  
Faculty Evaluation ◽  
Health Programs ◽  
Teaching Performance ◽  
Public And Private ◽  
Evaluation Practices ◽  
Overall Performance ◽  
Major Factors

A perennial question for academic health programs has been: What is the relationship between the faculty evaluation practices of academic health programs and those of general liberal arts programs? The purpose of this study was to compare the faculty evaluation practices of a sample of occupational therapy chairpersons with those of a recent national sample of deans of public and private liberal arts colleges Major areas of inquiry focused on institutional policies and practices in evaluating faculty performance in teaching research/scholarship, and institutional/community service The relative importance of various factors as well as their extent of current usage were assessed At a general level of analysis (relative rankings), the faculty evaluation practices of OT chairpersons are significantly related to those reported by public and private liberal arts college deans for the four dimensions of performance The OT chairpersons tend to focus on five major factors to evaluate overall performance, always use one source of information to evaluate teaching performance, always use four types of information to evaluate scholarship/research performance, and consider four major factors in evaluating college service. This pattern involves more factors to evaluate overall performance and college service, with fewer sources of information used to evaluate teaching performance and scholarship/research performance as compared to public and private liberal arts colleges Significant differences were observed between the faculty evaluation considerations of OT chairpersons and public college liberal arts deans in the areas of overall performance (three factors), teaching performance (five factors), and scholarship/research performance(10 factors). While the faculty evaluation practices of OT chairpersons are fairly consistent with the other two groups, questions are raised as to the relative stability and defensibility of the evaluation practices of OT chairpersons for certain dimensions of faculty performance.

Investigation of Cost-Influencing Factors Potentially ‎Controllable by Main Contractors in Construction Projects in ‎Iraq

2020 ◽  
Vol 38 (7A) ◽  
pp. 1069-1076
Author(s):  
Layth T. Ali ◽  
Raid S. Abid Ali ◽  
Zeyad S. M. Khaled
Keyword(s):  
Construction Projects ◽  
Project Managers ◽  
Cost Overrun ◽  
Public And Private ◽  
Importance Index ◽  
Labor Recruitment ◽  
Supply Planning ◽  
Major Factors ◽  
And Control ◽  
The Impact

Cost overrun in construction projects is a common phenomenon in Iraq. This might occur due to diversity of factors. This study aims to identify the factors influencing construction projects cost that are potentially controllable by main contractors. A field study through a questionnaire survey was directed to a sample of related Iraqi professional engineers from general contracting companies at both public and private sectors. Their opinions on the impact and frequency of each factor were investigated. The questionnaire offered (59) factors classified in (8) categories namely; legislations, financial and economic, design, contractual, site management, material, labor and equipment. The factors were ranked according to the highest Relative Importance Index (RII). The study revealed (10) major factors that are potentially controllable by main contractors namely; labor productivity, sub-contractors and suppliers performance, equipment productivity, site organization and distribution of equipment, experience and training of project managers, scheduling and control techniques, planning for materials supply, planning for equipment supply, materials delivery and planning for skilled labor recruitment. Recommendations to aid contractors and owners in early identification of these factors are also included in this study.

Rethinking Liberal Education

1996 ◽  
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Approaches To Learning ◽  
Academic Departments ◽  
Substantial Contribution ◽  
Howard Gardner ◽  
Ernest Boyer ◽  
Education Needs ◽  
Changing Times

Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

“The Classics Tuning Project”: Competencies, Value and Visibility of the Classics at Small Liberal Arts Colleges

2019 ◽  
Vol 115 (3) ◽  
pp. 481-505
Author(s):  
Clara Hardy ◽  
Lisl Walsh ◽  
John Gruber-Miller ◽  
Sanjaya Thakur ◽  
Angela Ziskowski
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Small Liberal Arts Colleges

From the Faculty Perspective: Defining, Earning, and Maintaining Legitimacy across Academia

2016 ◽  
Vol 118 (7) ◽  
pp. 1-44 ◽  
Author(s):  
Leslie D. Gonzales ◽  
Aimee Lapointe Terosky
Keyword(s):  
Research Design ◽  
Liberal Arts ◽  
Research University ◽  
Faculty Evaluation ◽  
Academic Profession ◽  
Faculty Members ◽  
Policy And Practice ◽  
Faculty Preparation ◽  
Qualitative Research Design ◽  
Cultural Rules

Background Research shows that the academic profession is largely held together by cultural rules and norms imparted through various socialization processes, all of which are viewed as sensible ways to orient rising professionals. In this paper, a critical perspective is assumed, as we utilized the concept legitimacy and legitimation to better understand the implications of various socialization tactics within academia. Purpose Specifically, the purpose of this paper was to study how faculty members, employed across different types of institutions, defined legitimacy and what it takes to be deemed legitimate in the context of the academic profession. Research Design A critical qualitative research design guided this study. Specifically, we collected fifty in-depth, semistructured, conceptual interviews from faculty members employed across two community colleges, two regional comprehensive universities, one liberal arts college, and one high activity research university. Data Analysis Our analysis of interview transcripts was largely guided by Saldaña's suggestions for affective, pattern, and elaborative coding. Findings We found that all faculty members, regardless of institution type, discipline, or tenure status, held ideas as to what constitutes legitimate work/legitimacy within academia. We interrogated these findings further through the lens of New Institutionalism and determined that professors spent most of their time describing professional legitimacy. Professional legitimacy seemed to be contingent on (1) research and (2) institutional type. However, faculty also described what can be understood as normative legitimacy, which is an endorsement granted when one conforms to implicit cultural rules and ideals held by any community of relevance (e.g., governmental leaders, administrators, tax payers/public). Normative legitimacy seemed to be granted to professors who presented themselves as selfless, ideal workers who could account for and maximize their productivity. Conclusions/Recommendations A number of specific policy and practice related recommendations are gleaned from this work. In terms of faculty preparation and socialization, it is imperative that faculty members acknowledge that both processes are steeped in relations of power, as they engender notions of who and what fits into academia. Several specific questions and small adjustments in terms of practice are noted in the paper. Also, in terms of faculty evaluation, a return to Boyer's work and newer iterations of Boyer's work by Henderson (2013) could be helpful.

Do Liberal Arts Colleges Really Foster Good Practices in Undergraduate Education?

2004 ◽  
Vol 45 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Ernest T Pascarella ◽  
Ty M Cruce ◽  
Gregory C Wolniak ◽  
Charles F Blaich
Keyword(s):  
Undergraduate Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Good Practices
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