The psychological contracts of experienced college instructors

The purpose of this study was to determine the contents and nature of the psychological contracts of experienced college instructors, taking into account the passage of time and context, in order to further understand the employment relationships that existed between instructors and the employing college system. The experienced college instructor, for the purposes of this study, was identified as one who was 45 years of age or older, with 15 or more years of teaching experience in the college system. The majority of these experienced instructors were members of the baby boom generation and, as such, demanded a certain amount of attention, particularly with respect to their sheer numbers and their consequential impending exit from the system. The study utilized a five-part framework, including the identification of the employer, the contents, the passage of time, the context, and the nature of the psychological contract. Data collection consisted of the use of interviews, focus group sessions, and a survey, collecting both qualitative and quantitative data. The data were treated descriptively through frequency analysis and inferentially through principal component analysis, identifying various dimensions of the psychological contract with respect to contents, passage of time, context, and nature of obligations. Dimensions drawn from the principal component analysis did not differ significantly from those derived from the descriptive treatment of the data. The analysis of variance procedure used indicated that female instructors perceived the dimensions of the psychological contract significantly different, as did instructors with 20-24 years of experience or over 25 years of experience in the organization. Also, instructors between the ages of 50 and 54 years perceived the dimensions of the psychological contract different, as did instructors with a mix of technical/vocational and academic levels of education. Conclusions drawn from the study included (1) there were at least two types of psychological contracts at work, such as the organizational one and the agential one, (2) as the duration of the employment relationship increased, the psychological contract became more complex and sophisticated, (3) a dynamic was occurring in the organization that indicated instructors experienced a facelessness and depersonalizing of the organization, resulting in an employment relationship that was perceived to be impersonal, detached, self-centered, work-oriented, and less-than-reciprocal, and (4) the concepts of both organization identity theory and identity theory would be useful to use in the measurement and conceptualization of the psychological contract concept. Implications drawn from the study indicated that it may be irrelevant to ask the identity of the employer. A more sophisticated measure, other than the use of typologies for example, is required in order to comprehend the psychological contracts of the long-term employee, working in a public service capacity, performing emotional labour, being in close proximity with clients for extended periods of time, as educators and role models. Implications exist for the employer and instructor alike, as identified in this study, in order to increase the organizational effectiveness of the college system. The apparent usefulness in considering context and the passage of time in the examination of the psychological contract in education, in particular, is this study's contribution to the research area. Further research, in collaboration with psychological contract research, involving the concepts of organizational learning, organizational memory, and institutional professionalism are compelling areas of interest, particularly in reference to not only the large and influential members of the baby boom generation but to other generational groups within the organization

A case analysis : making choices in teaching and learning centre homepage design

The purpose of this study was to determine what choices directors of selected teaching and learning centres in universities made with respect to the design of the homepages of their centre Websites. This was a study to explore how selected directors approach the use and design of their sites, a study to specifically examine what design elements these directors consider in conceptualizing the homepage. The themes of visibility, engagement, and sustainability were used as a framework for the study. The study used the case study research methodology, examining the perspectives of four directors who were responsible for managing the teaching and learning centres in their respective universities. The study was an opportunity to explore how directors conceptualized the design of the homepages of their centre Websites and what design elements were used. It was clear that the directors regarded the scholarship of teaching and learning in their own specific ways and that each particular view guided choices regarding homepage design. The directors interviewed regarded the homepage as an important and powerful communication tool and each dedicated resources to its development and ongoing scrutiny. Directors recognized the variety of user needs they faced and they admitted that the homepage design choices they made was a balancing of constituent needs, institutional priorities, and their professional stance within the scholarship of teaching and learning field. Directors were keen on building internal and external communities. Directors continually asked themselves the question, “What is the user looking for?” Directors spoke of the increasing use they made of technology in the choices regarding the use and design of the homepage. They recognized that building momentum and advocacy within the scholarship of teaching and learning using the homepage was a difficult task. Directors demonstrated a heightened level of commitment to the scholarship of teaching and learning and to the development and enhancement of teaching practice. They were aware that they made decisions about the tone of the homepage through their management of the use and demand of homepage space. They were continually challenged to stay abreast of the evolving scholarship of the teaching and learning landscape and their style of decision-making was flexible. Directors play many roles in the administration and management of teaching and learning centres (Cook & Sorcinelli, 2005; Wright, 1999). As a result of this study and the use of the case study method, it is apparent, in the examination of the four cases, that the design of the homepage evolved from the director role as design researcher (Laurel, 2003). Directors epitomized the type of self-reflection that characterizes scholarship generally (Kreber, 2007); these directors were reflective practitioners and researchers in the design of their homepages. Directors identified the need for increased interactivity on the site and the prominence they believed the site will have in the role of desktop professional training and development of faculty. Examining the implications for future homepage design as the critical mass of scholars in teaching and learning moves through the professional education ranks within and among universities would be an intriguing research topic