A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States

2014 ◽  
pp. 111-139
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Higher Education ◽  
United States ◽  
Transformative Learning ◽  
The United States ◽  
Theoretical Framework ◽  
Transformative Learning Theory ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Teaching Experiences ◽  
Transformational Teaching

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.

A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States

2018 ◽  
pp. 1367-1388
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Higher Education ◽  
United States ◽  
Transformative Learning ◽  
The United States ◽  
Theoretical Framework ◽  
Transformative Learning Theory ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Teaching Experiences ◽  
Transformational Teaching

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.

scholarly journals A Study Of Multiple Intelligences And Higher Education Faculty In The United States

2011 ◽  
Vol 4 (7) ◽  
Author(s):  
Stefanie Denise Wilson
Keyword(s):  
Higher Education ◽  
United States ◽  
Multiple Intelligences ◽  
Quantitative Research ◽  
The United States ◽  
Faculty Members ◽  
Primary Data ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
The Impact

This quantitative research study discovered and identified the degree of relationships between the domains of multiple intelligences: (a) interpersonal, (b) intrapersonal, and (c) linguistic intelligences, and (d) leadership and demographic characteristics such as, (a) age, (b) gender and (c) ethnicity among higher education faculty. Using a survey instrument, primary data was collected from a sample of 205 faculty members within the United States. Furthermore, the researcher examined and analyzed certain aspects of the field of leadership, and the impact Gardner’s multiple intelligences may or may not have on leadership selection, training and development based on the results obtained. This paper provides a summary of the study and its results along with possible implications and recommendations for administrators, managers and leaders in academia.

Higher Education Faculty Characteristics and Trends in the United States and Europe

Education ◽  
2019 ◽  
Author(s):  
Liudvika Leišytė ◽  
Nadine Zeeman
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Higher Education Governance ◽  
Tenure Track ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Employment Contracts ◽  
Education Governance ◽  
Faculty Positions

The characteristics of higher education faculty described in the literature include gender, disciplinary affiliation, institutional affiliation, type of contract, and rank. This bibliography will focus on the literature characterizing the faculty in these categories. Specific attention will be paid to the faculty situation in the United States and in Europe, including country cases within Europe. The concentration on the United States and Europe provides interesting insights, as the characteristics of faculty are influenced by the higher education governance model in place. On both sides of the Atlantic, the governance arrangements and working conditions differ to some extent, and this determines the types of faculty positions and their characteristics. In the United States the higher education system is characterized by a departmental model, whereas in most European countries a chair model can be observed in academia. Both employment contracts and the division of labor are influenced by the higher education governance system in place. Faculty employment contracts can take various forms and be permanent or temporary. In the US system, tenure-track faculty positions have been common, where tenure is achieved based on performance within the same institution. In European systems traditionally, faculty and especially professors have been civil servants and had to win an open competition to get the position. Further, variations of contracts appear, as faculty can either have a part-time or full-time position. Faculty are involved in teaching and research, and more recently in service and knowledge commercialization. These employment contracts and faculty activities have changed over time due to changes in higher education governance systems, including the increasing massification, marketization, and privatization of higher education. Studying higher education faculty change over time, we observe a number of trends. An increasing percentage of faculty in the United States are on non-tenure-track appointments with teaching-only responsibilities. In Europe, precarious faculty positions are also on the rise across a number of higher education systems. Overall, a diversification of faculty roles and activities, as well as intensification of work, can be observed.

scholarly journals Strategies for Managing Pharmacy Experiential Education During COVID-19

2020 ◽  
pp. 089719002097773
Author(s):  
Cynthia Moreau ◽  
Stacey Maravent ◽  
Genevieve M. Hale ◽  
Tina Joseph
Keyword(s):  
Higher Education ◽  
United States ◽  
Health Care ◽  
Experiential Education ◽  
Pharmacy Practice ◽  
The United States ◽  
Outpatient Clinics ◽  
Education Faculty ◽  
Online Format ◽  
Difficult Times

In recent months, the coronavirus pandemic has significantly affected almost every industry in the United States, including health care and higher education. Faculty and students at colleges and schools of pharmacy nationwide have needed to quickly adapt as the delivery of curricula has shifted to primarily online format. Additionally, experiential rotations have been significantly affected as practice settings such as hospitals and outpatient clinics have limited students’ interactions with patients or stopped allowing students on-site altogether. Our commentary will explore strategies that have been employed by experiential education coordinators and pharmacy preceptors from various settings to navigate experiential education during these difficult times while ensuring students successfully meet requirements for graduation. These will include descriptions of transitioning advanced pharmacy practice experiences (APPEs) to virtual format, how to safely involve students in the care of COVID-19 patients, and managing scheduling issues.

scholarly journals Performance Models in Higher Education

2000 ◽  
Vol 8 ◽  
pp. 30 ◽  
Author(s):  
Janet Atkinson-Grosjean ◽  
Garnet Grosjean
Keyword(s):  
Field Theory ◽  
Higher Education ◽  
United States ◽  
New Zealand ◽  
The Netherlands ◽  
Performance Measures ◽  
The United States ◽  
Theoretical Framework ◽  
Public Institutions ◽  
Performance Models

Higher education (HE) administrators worldwide are responding to performance-based state agendas for public institutions. Largely ideologically-driven, this international fixation on performance is also advanced by the operation of isomorphic forces within HE's institutional field. Despite broad agreements on the validity of performance goals, there is no "one best" model or predictable set of consequences. Context matters. Responses are conditioned by each nation's historical and cultural institutional legacy. To derive a generalized set of consequences, issues, and impacts, we used a comparative international format to examine the way performance models are applied in the United States, England, Australia, New Zealand, Sweden, and the Netherlands. Our theoretical framework draws on understandings of performance measures as normalizing instruments of governmentality in the "evaluative state," supplemented by field theory of organizations. Our conclusion supports Gerard Delanty's contention, that universities need to redefine accountability in a way that repositions them at the heart of their social and civic communities.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

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