Competing Theories for Improving Teacher Preparation Programs: The Case of North Carolina

Purpose: Written from the prospective of a school of education dean, the article describes how deans worked with researchers and university system staff to develop multiple measures of teacher preparation program (TPP) quality. Design/Approach/Methods: As a key participant in the development of a multi-methods approach to evaluating (TPP) quality, the author frequently interacted with the university system oversight staff, the researchers tasked with measuring TPP quality, and the school of education deans. The article draws on his experience in collaborating with individuals in these three groups over an 8-year period. The article also reviews the controversial history of hierarchical linear models as tools for evaluating TPPs. Findings: The author argues that over time and as a result of frequent conversations and discussions, the three groups collaborated in creating a data dashboard that provides TPP faculty with evidence that enables them to make data-informed improvements to their programs and satisfies policymakers’ interest in informing the public of TPP quality. Originality/Value: Few, if any, articles have been published that describe a collaborative process for creating a data repository that can inform the continuous improvement of TPPs and address policymakers’ concerns about teacher quality. Educators, researchers, and policymakers elsewhere may learn about how to develop a partnership focused on generating and using data in program improvement as well as the value of multiple measures in evaluating TPPs and informing policymakers.

Higher authority organizational stressors among higher education deans: a multiple case study

Purpose The purpose of this paper is to identify higher authority organizational stressors encountered by higher education deans. Design/methodology/approach This current research employed a qualitative approach utilizing a contextual paradigm with a multiple case study methodology. Findings Out of ten investigated deans in a public higher education institution in Malaysia, nine reported experiences of organizational stressor elements arising from higher authority. Three non-overlapping subthemes were systematically discovered. Practical implications Successful identification of these higher authority organizational stressors has implications for higher education management policies. Policies that reduce or eliminate these stressors may create a positive and progressive environment for deans and the higher education field. Originality/value This study will thus serve to promote a deeper understanding of higher authority organizational stressors encountered by higher education deans.

A Conceptual Paper on Organizational Stressors Among Higher Education Deans

This is a conceptual paper to study the effects of organizational stressors that may impede the psychological, physiological and behavioral-interpersonal wellbeing of an organizational member. The study reviews literatures on what effects will general stress alter and degrade the psychological, physiological and behavioral-interpersonal wellbeing of an individual exposed to stressors. The final part of this study’s analysis is what constitutes as organizational stressors among studies that focuses specifically on higher education deans. The factors outlined in the paper were analyzed using the theoretical framework of Managerial Stress Cycle (Gmelch, 1991) and Administrative Stress Index (Gmelch, 1982). A conceptual integrative model was developed in regard to these two frameworks. Both these models are appropriate for this inquiry because, it allows the reader to understand what are the effects of organizational stressors towards psychological and physiological health and its consequences. A number of databases such as ebcohost, springer link, science direct, Jstor and emerald were used to acquire literature on the topics. Conclusions from the literature states that health ailments stemming from stressors are evident and may function as a catalyst towards more dangerous diseases. Higher education dean’s experiences with organizational stressors also seem to be evolving, incorporating new contemporary issues not seen in the past.