scholarly journals Converting Faculty Performance Evaluations Into Merit Raises: A Spreadsheet Model

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Elizabeth B. Davis ◽  
John T. Rose
Keyword(s):  
Faculty Member ◽  
Faculty Members ◽  
Performance Evaluations ◽  
Release Time ◽  
Faculty Performance ◽  
Department Chairperson ◽  
Spreadsheet Model ◽  
Teaching Research ◽  
Qualitative Performance ◽  
Relative Structure

One of the most important, yet difficult tasks of any academic department chairperson is to evaluate the annual performance of individual faculty members and then to convert the array of performance evaluations into a structure of merit raises.  Building on previous literature, this paper presents a spreadsheet model to convert qualitative performance evaluations into merit raises subject to 1) a limited pool of funds for salary adjustments and 2) a requirement that the relative structure of percentage raises match the relative structure of performance evaluations as defined by a linear evaluation scale.  The contribution of the paper is its practical nature in that the proposed spreadsheet can immediately be put to use by academic chairpersons, is readily understandable by the faculty, and is useful for all institutions with various combinations of teaching, research, and service expectations for the faculty.   To match the structure of raises with that of performance evaluations, qualitative evaluations in each of the three areas of faculty performance—teaching, research, and service—are first converted into numeric equivalents based on a linear evaluation key.  Next, the numeric equivalents are weighted according to a weighting scheme dependent on the amount of release time provided to the faculty member for research and/or service, in order to generate an overall numeric evaluation for each faculty member.  Finally, the weighted numeric evaluations are converted into percentage merit raises subject to a finite salary adjustment pool using the Goal Seek function in Microsoft Excel.  The model is illustrated using a hypothetical department of ten faculty members with varying teaching loads and thus different amounts of release time for research and/or service. 

scholarly journals How do weights affect faculty performance evaluations?

2020 ◽  
Vol 2 (2) ◽  
pp. 89-101
Author(s):  
Ozge Buyukdagli ◽  
Sencer Yeralan
Keyword(s):  
Linear Programming ◽  
Educational System ◽  
Evaluation System ◽  
Faculty Members ◽  
Performance Evaluations ◽  
Faculty Performance ◽  
Numerical Examples ◽  
The Individual ◽  
Individual Scores ◽  
Selection Of

Quite commonly, faculty performance evaluations use a weighted scheme. Individual faculty members are evaluated on a scale with respect to teaching, research, and service activities. These scores are then combined using pre-determined weights to obtain a combined score that is often used to compare different members. The presented study aimed to investigate the effects of selecting the weights on the individual scores and rankings. The interest is not on single faculty members, but rather on the systems aspects of the practice. That is, how do the weights affect the educational system as a whole? How sensitive is the evaluation system to the selection of the weights? In order to question the leverage a decision maker who determines the weights would have on the outcome of the rankings, the approach based on numerical examples and formal linear programming (LP) considerations is used.

Achieving a Working Balance Between Technology and Personal Contact Within a Classroom Environment

2011 ◽  
pp. 212-226
Author(s):  
Stephen Springer
Keyword(s):  
Distance Learning ◽  
Theoretical Model ◽  
Faculty Member ◽  
Classroom Environment ◽  
Faculty Members ◽  
Personal Contact ◽  
Practical Application ◽  
Human Relations ◽  
Exchange Of Information ◽  
Counseling Theory

This chapter addresses the author’s model to assist faculty members in gaining a closer relationship with distance learning students. The model that will be discussed consists of a greeting, message, reminder, and conclusion (GMRC). The GMRC will provide concrete recommendations designed to lead the faculty through the four steps. Using these steps in writing and responding to electronic messages demonstrates to the distance learning student that in fact the faculty member is concerned with each learner and the learner’s specific questions and needs. It is a practical application of human relations theory and is based on ideas generated by counseling theory. In addition, the chapter will take the reader through issues and examples that will arise during the duration of discussions and exchange of information using electronic messages. It is the intent of the author to provide not simply a theoretical model, but a model that can be learned and applied immediately upon completion of reviewing the article.

Administrative Interlude

2008 ◽  
Author(s):  
Stanley Fish
Keyword(s):  
Stock Market ◽  
Faculty Member ◽  
Public Universities ◽  
The State ◽  
Faculty Members ◽  
Independent Contractors ◽  
Service Oriented ◽  
The Many ◽  
The University

But you can’t do it in a vacuum. And although academics would be reluctant to admit it, the conditions that make what they do possible are established and maintained by administrators. When I was a dean, the question I was most often asked by faculty members was, “Why do administrators make so much more money than we do?” The answer I gave was simple: administrators work harder, they have more work to do, and they actually do it. At the end of my tenure as dean, I spoke to some administrators who had been on the job for a short enough time to be able still to remember what it was like to be a faculty member and what thoughts they had then about the work they did now. One said that she had come to realize how narcissistic academics are: an academic, she mused, is focused entirely on the intellectual stock market and watches its rises and falls with an anxious and selfregarding eye. As an academic, you’re trying to get ahead; as an administrator, you’re trying “to make things happen for other people”; you’re “not advancing your own profile, but advancing the institution, and you’re more service oriented.” A second new administrator reported that he finds faculty members “unbelievably parochial, selfish, and selfindulgent.” They believe that their time is their own even when someone else is paying for it. They say things like “I don’t get paid for the summer.” They believe that they deserve everything and that if they are ever denied anything, it could only be because an evil administrator has committed a great injustice. Although they are employees of the university (and in public universities, of the state), they consider themselves independent contractors engaged fitfully in free-lance piecework. They have no idea of how comfortable a life they lead. Neither, said a third administrator recently up from the ranks, do they have any idea of how the university operates. They seem proud of their parochialism and boast of their inability to access the many systems that hold the enterprise together.

The Transition From Teaching F2F to Online

2020 ◽  
pp. 67-84 ◽  
Author(s):  
Steven Tolman ◽  
Matt Dunbar ◽  
K. Brooke Slone ◽  
Allie Grimes ◽  
Christopher A. Trautman
Keyword(s):  
Online Education ◽  
Faculty Member ◽  
Lessons Learned ◽  
Faculty Members ◽  
Face To Face ◽  
Online Environments

As online education continues to grow, more and more faculty find themselves transitioning from teaching face-to-face to online environments. Unsurprisingly, this can be challenging for many faculty as they go through this process. This book chapters examines the experience of a faculty member who transitioned from teaching exclusively face-to-face to online and lessons learned are shared. Additionally, four students share their experience learning online and provide recommendations to faculty members.

scholarly journals 21st Century Professional Skill Training Programs for Faculty Members—A Comparative Study between Virginia Tec University, American University & King Saud University

2017 ◽  
Vol 7 (3) ◽  
pp. 122
Author(s):  
Asma Al-Majed ◽  
Fatima Al-Kathiri ◽  
Sara Al-Ajmi ◽  
Suad Al-Hamlan
Keyword(s):  
Faculty Member ◽  
21St Century ◽  
Training Programs ◽  
Skill Training ◽  
Skills Training ◽  
Faculty Members ◽  
Professional Skill ◽  
American University ◽  
King Saud University ◽  
American Universities

The 21st century faculty member is expected to teach, engage the learner, absorb new discoveries and rely on different knowledge in the execution of duties. This calls for up-to-date skills for instruction, assessment, and identification of opportunities by faculty members to promote learning. This paper investigates the prospects of promoting training programs for faculty members in Saudi universities by presenting a comparison of qualitative data between the efforts of two major American universities, the American University and Virginia Tec University, and the efforts of King Saud University. This comparison tries to display how these universities endeavor to meet the current teaching and learning needs. The results are not surprising; the two American universities are coming up with skills training programs that are deemed to be appropriate, including: conferences and workshops, faculty member orientations, consulting, instructional support, online training, discussion forums, family-led discussions, junior faculty training, and summer training programs. They appear to have successfully instituted the 21st century focused skills training programs. Consequently, faculty members from these universities are able to provide students with the knowledge needed to navigate the current challenges. In contrast, King Saud University may have not instituted the programs effectively. Unfortunately, it has not prioritized 21st century professional skill training programs that would make faculty members fit well in the changed learning environments. However, there is a chance for fully implementing new programs that suit the current challenges and needs for faculty members in Saudi universities. Therefore, the paper provides some recommendations for trainers as well as program developers on the light of these results.

scholarly journals 11. Peer Review: Structured, Informal, Confidential, Helpful!

2011 ◽  
Vol 4 ◽  
pp. 68 ◽  
Author(s):  
Alice Cassidy ◽  
Jack Lee
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Peer Review ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Peer Teaching ◽  
University Of British Columbia ◽  
Hands On ◽  
Peer Reviewers ◽  
The University

This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.

Quantifying Engineering Faculty Performance Based on Expectations on Key Activities and Integration Using Flexible Weighting Factors

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Hai-Chao Han ◽  
Hung-da Wan ◽  
Xiaodu Wang
Keyword(s):  
Performance Evaluation ◽  
Evaluation System ◽  
Evaluation Method ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Positive Outcomes ◽  
Faculty Performance ◽  
Quantitative Score ◽  
Performance Evaluation Method ◽  
New Research

Abstract Faculty performance evaluation is an important element of assessment for departments and universities. A quantitative score is often needed for faculty annual evaluation, but its determination is often subjective, and it is hard to incorporate the versatile contributions of individual faculty members. Here, we propose a quantitative and objective faculty performance evaluation method. We established a well-structured quantitative evaluation system which scores faculty performance in key activities using expectation-based formula on key measures and then incorporates personalized flexible weights to integrate them into three area scores in teaching, research, and service as well as an overall score. It was implemented in a programed excel form, making it convenient to both faculty and evaluators and has generated very positive outcomes such as higher faculty satisfactory and improved productivity as indicated by associated increases in publications and new research grants etc. In conclusion, the quantitative faculty evaluation system provides more objective and transparent annual evaluation and a basis for making merit raise and award decisions. In addition, it can be readily adapted to evolving goals and needs of a department as well as different needs and cultures of different departments.

scholarly journals Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches

2019 ◽  
Vol 12 (3) ◽  
pp. 222-235
Author(s):  
Barbara Case Fedock ◽  
Melissa McCartney ◽  
Douglas Neeley
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Faculty Member ◽  
Adjunct Faculty ◽  
Faculty Members ◽  
Higher Education Faculty ◽  
Adjunct Instructors ◽  
Content Type ◽  
Online Higher Education ◽  
Use Of Social Media

Purpose The purpose of this paper is to explore how online adjunct higher education faculty members perceive the role of using social media sites as instructional approaches. A purposeful sampling was used, and adjunct online higher education faculty members were invited to participate. An adjunct faculty member was defined as a person who taught part-time higher education courses; therefore, the faculty member was not hired as a full-time faculty member. Design/methodology/approach Qualitative researchers explore phenomena examining the lived experiences and participants behaviors; in this study, online adjunct instructors’ perceptions on classroom instructional social media online approaches were examined. Participants in this study were trained to teach higher education online courses and these teachers were the experts on the topic. The design for this study was an exploratory case study in which the participants were online adjunct instructors who taught at online higher education institutions in the Northeast. The case study approach was the most appropriate. The focus was the external events participants’ lives. Findings Three themes emerged from the analysis of the in-depth interview process. Based on the adjunct online higher education instructors’ perception on the use of social media teaching approaches in the classroom, the themes that emerged were uniformity of purpose vs personal beliefs need for justification importance student engagement and facilitation vs direct instruction. Themes reflected online teaching approaches higher education institutional missions and student learning and engagement outcomes. Research limitations/implications In this study, adjuncts’ perceptions expressed and themes found may not be characteristic of other adjunct instructors’ views. In qualitative studies, participants are asked open-ended interview questions, which may have been a limitation for this study. Quantitative questions, such as the impact of using social media as an instructional approach, were not asked. In this study, adjunct online higher education instructors were invited to share their views on the study topic. Additionally, qualitative researchers are limited by the data collection method and the data analysis process. Therefore, researchers who would like to repeat this study on adjunct online higher education teachers’ perspectives may be unable to duplicate the research. Practical implications The significance of this study is the need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty members. Online higher education faculty members’ reflections on using social media tend to be recorded from a personal rather than a professional point of view. Social implications The implication for online higher education leaders is to review mission statements and reevaluate how the use of social media may impact student learning outcomes, student career readiness and student engagement opportunities. Originality/value The need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty evolved as the significance of the study. Because inclusion requirements and workshop training for the use of social media in online higher education classrooms vary among higher education institutions, online adjunct faculty social media classroom practices and perceptions widely vary.

Sign in / Sign up

Export Citation Format

Share Document