Suchergebnisse

The issue of publish-or-perish is essentially a matter of the complementarity (or lack thereof) of teaching & research roles. Role complementarity is a traditional concern of social psychology, & theories of role complementarity are applicable to the teaching-research relationship. While available evidence shows little objective incompatibility of teaching & research roles, it is possible that misperceptions of incompatibility may act as a self-fulfilling prophecy. Those concerned about incompatibility of teaching & research should find ways of heading off this process. Some ways are suggested. 1 Table. HA.

. Over the past decade, AINA has contributed in all three areas (teaching, research and service), benefiting from association with its host university. We are now a nationally recognized centre of teaching and practice for participatory action research (PAR), known for our innovative combination of undergraduates, graduate students, and research associates in the conduct of international PAR projects. The last few years found our PAR teams in the Kola Peninsula in Russia, the back country of Nicaragua, the tundra of Holman Island, the Dene hearland of the Northwest Territories, and the boreal forest zone of northern Alberta and British Columbia. . Collectively we have all benefited from the PAR methodology, and now we are sharing our methodological experience and participatory competence with several research and advocacy organizations in different parts of the globe. Chief amongst these at present are the International Foundation for Socio-Economic and Political Studies of the Gorbachev Foundation of Moscow, the David Suzuki Foundation of Vancouver, and the Instituto de Medicina Tradicional Y Desarrollo Comunitario of Nicarauga. We are always ready to share our experience with you, . Is there a PAR project in your backyard?

The issue of publish-or-perish is essentially a matter of the complementarity (or lack thereof) of teaching and research roles. Role complementarity is a traditional concern of social psychology, and theories of role complementarity are applicable to the teaching-research relationship. While available evidence shows little objective incompatibility of teaching and research roles, it is possible that misperceptions of incompatibility may act as a self-fulfilling prophecy. Those concerned about incompatibility of teaching and research should find ways of heading off this process. Some ways are suggested.

There are many challenges to 'shared governance' at institutions of higher learning, including the fact that there is no consensus as to exactly what constitutes effective and appropriate shared governance. The document cited most often in regards to shared governance is the 1966 Statement on Government of Colleges and Universities, jointly formulated by the American Association of University Professors (AAUP), the American Council on Education (ACE), and the Association of Governing Boards of Universities and Colleges (AGB).[i] The document lays out a set of broad principles, without giving specific instructions as to how to implement them. Two recent articles from the Chronicle of Higher Education illustrate the diversity of opinion on the state of affairs with regards to shared governance. In his 2009 article entitled, "Exactly What Is 'Shared Governance'?" Gary Olson, then provost at Idaho State University, offers a view of shared governance where input from all groups is balanced. He makes the statement that "[s]hared governance is much more complex; it is a delicate balance between faculty and staff participation in planning and decision-making processes, on the one hand, and administrative accountability on the other."[ii]In contrast is a 2011 article by faculty member John Lachs entitled, Shared Governance Is A Myth. Lachs goes so far as to state, "….that faculty influence on the operation of the university is an illusion, and that shared governance is a myth."[iii] Ultimately, shared governance is not guaranteed, but it is generally considered to be a goal worth striving to achieve. Within our own faculty ranks, there are greatly divergent opinions regarding the importance of shared governance. Some choose not to be engaged in the decision making processes, while others hold that shared governance is good and necessary for the vitality of the institution.