The Dynamic Tensions of Service Learning in Higher Education: A Philosophical Perspective

Senior faculty in a peace and justice program at a small liberal arts college reject the efforts of a student affairs professional to help the faculty connect their teaching to practice through service activities in the local community. One faculty member openly wonders how out-of-class activities such as community service have anything to do with interdisciplinary theories of social justice. A director of an office of community service is upset because the provost has decided to develop a Center for Community Service Learning. The director sees this as an attempt to usurp the good work of student affairs and feels that attempts to engage faculty will be difficult, if not futile. A department chair in an American Thought and Language program at a large research university asks an associate professor being considered for promotion to full professor to explain in writing to the promotion and tenure committee the relevance of his research on service learning. Both the chair and the committee are apprehensive about service learning as a legitimate area of scholarly inquiry. And finally, a local social service agency in a university town has had its till of student volunteers after repeatedly receiving complaints from clients about patronizing attitudes expressed by the students

Valuing Governance

Book Summary: As has been abundantly documented in the popular and academic press, the humanities are facing challenging times marked by national debate regarding the importance of the humanities in higher education, program and budget cuts, and an ever-decreasing number of tenure-track jobs. In addition, the humanities face quite literally a quantification of their value as the Academy adopts a more corporate mindset. This volume provides advice to professionals in the humanities on how to forge a useful, compelling, and productive career. The book’s 13 chapters address professional approaches to developing and maintaining an active research agenda, fomenting the ideals of the teacher-scholar model, managing the service demands within and outside the college or university, and navigating institutional politics. The collection offers practical and theoretical approaches to higher education, personal anecdotes, intelligent advice, and interviews with colleagues in the humanities. Specific themes addressed include the transition from graduate student to humanities professional, diverging from prescribed paths, the humanities professor as creative writer, moving from secondary to post-secondary education, humanities in an international, market-based context, and participation in governance structures. [From the publisher] Chapter Summary: This essay focuses on providing insight and practical advice on how committed participation in the governance process offers many positives at any stage of the academic ladder. Drawing upon a practical, theoretical, and anecdotal approach, this article reflects on four areas that are enhanced by participation in governance: 1) visibility; 2) knowledge of the institution and its culture; 3) establishing meaningful friendships campus-wide; and 4) governance as a resource of invaluable advice

Becoming and Being an Age-Friendly University: Strategic Considerations and Practical Implications

Becoming and being an Age-Friendly University (AFU) require developing a strategic plan for enlisting support across campus for the AFU principles and embarking on an ongoing process for continuing to promote them as an academic community. Throughout this process, the use of a conceptual framework for change in academic settings can be helpful. The University of Rhode Island (URI) recently became an AFU after a campus-wide process of identifying activities that already supported AFU principles and enlisting key sources of support for embracing them. In particular, an emerging emphasis within URI on developing lifelong-learning and intergenerational programs provided a firm foundation upon which to build the case. This paper proposes a conceptual framework for developing a strategy for change in an academic setting, and then illustrates how URI has utilized it to move forward with becoming more “aging friendly.” Implications for continuing development consistent with the AFU principles will be discussed

Knowledge network modelling to support decision-making for strategic intervention in IT project-oriented change management

This is the Accepted Manuscript version of an article published by Taylor & Francis in Journal of Decision Systems on 20 March 2014, available online: http://www.tandfonline.com/doi/abs/10.1080/12460125.2014.886499.This paper focuses on knowledge management to enhance decision support systems for strategic intervention in information technology (IT) project-oriented change management. It proposes a model of change management knowledge networks (CMKNM) to support decision by tackling three existing issues: insufficient knowledge traceability based on the relationships between knowledge elements and key factors, lack of procedural knowledge to provide adequate policies to guide changes, and lack of ‘lessons learned’ documentation in knowledge bases. A qualitative method was used to investigate issues surrounding knowledge mobilisation and knowledge networks. Empirical study was undertaken with industries to test the CMKNM. Results are presented from the empirical study on the key factors influencing knowledge mobilisation in IT project-oriented change management, knowledge networks and connections. The CMKNM model allows key knowledge mobilisation factors to be aligned with each other; it also defines the connections between knowledge networks allowing knowledge to be mobilised by tracing knowledge channels to support decision.Peer reviewe

Reframing the university as an emergent organization: implications for strategic management and leadership in higher education

For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational design and change management. Underlying this account is an assumption of organisational autonomy and the capacity of designated leaders to direct change processes to better align their institutions with societal demands or goals. However, a case is now being made for the consideration of alternative organisational theories or models that offer a different perception on the sources and patterns of organisational change in higher education. These theories perceive organisations more as emergent entities in which change is continuous, often unpredictable and arising mainly from local interactions. The paper surveys the implications that acceptance of the alternative paradigm might have for strategising and change leadership in higher education institutions. It suggests that the accommodation of these alterative paradigms of institutional development in higher education may itself be an emergent process and considers how future research and policy formulation relating to strategic management and leadership might facilitate positive outcomes in that process

Reversing the Balance Wheel Principle

The paper discusses funding principles and policies of higher education during the recession period. The role of state appropriations for the viability of public higher education institutions is emphasized. State funding affecting institutional behaviour is another issue raised. The paper analyzes the possibility of expanding state funding for higher education institutions instead of cutting during economic recession. The examples of Midwestern states is discussed for this purpose. Funding higher education institutions is perceived as an important component of the process of investing in human capital. Referring to scholarly findings, Leader-Laggard Model and Event History Analysis are suggested as optimal methods for evaluating the implementation of new policies as they spread from one state to another

The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty

Background: Research at the secondary and postsecondary levels has clearly demonstrated the critical role that individual and contextual characteristics play in instructors’ decision to adopt educational innovations. Although recent research has shed light on factors influencing the teaching practices of science, technology, engineering, and mathematics (STEM) faculty, it is still not well understood how unique departmental environments impact faculty adoption of evidence-based instructional practices (EBIPs) within the context of a single institution. In this study, we sought to characterize the communication channels utilized by STEM faculty, as well as the contextual and individual factors that influence the teaching practices of STEM faculty at the departmental level. Accordingly, we collected survey and observational data from the chemistry, biology, and physics faculty at a single large research-intensive university in the USA. We then compared the influencing factors experienced by faculty in these different departments to their instructional practices. Results: Analyses of the survey data reveal disciplinary differences in the factors influencing adoption of EBIPs. In particular, the physics faculty (n = 15) had primarily student-centered views about teaching and experienced the most positive contextual factors toward adoption of EBIPs. At the other end of the spectrum, the chemistry faculty (n = 20) had primarily teacher-centered views and experienced contextual factors that hindered the adoption of student-centered practices. Biology faculty (n = 25) fell between these two groups. Classroom observational data reflected these differences: The physics classrooms were significantly more student-centered than the chemistry classrooms. Conclusions: This study demonstrates that disciplinary differences exist in the contextual factors teaching conceptions that STEM faculty experience and hold, even among faculty within the same institution. Moreover, it shows that these differences are associated to the level of adoption of student-centered teaching practices. This work has thus identified the critical need to carefully characterize STEM faculty’s departmental environment and conceptions about teaching before engaging in instructional reform efforts, and to adapt reform activities to account for these factors. The results of this study also caution the over generalization of findings from a study focused on one type of STEM faculty in one environment to all STEM faculty in any environment