The Politics of Academic Freedom.
Institutional leaders, faculty, students, and the public need a better understanding of why academic freedom is essential to student learning and to a democracy characterized by open, reasoned, and vigorous political discourse.
How Tenure in Higher Education Relates to Faculty Productivity and Retention
How Tenure in Higher Education Relates to Faculty Productivity and Retention by Cindy Kay Manjounes EdD, Lindenwood University, 2010 MS, Lindenwood University, 2006 BA, University of Missouri St. Louis, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy Walden University July 2016 Abstract Some public university systems are considering abolishing tenure as a cost-saving mechanism, but little is known about how this change may impact organizational outcomes related to faculty retention and research productivity. Using Almendarez’ human capital theory, the purpose of this concurrent mixed methods study was to exploreSome public university systems are considering abolishing tenure as a cost-saving mechanism, but little is known about how this change may impact organizational outcomes related to faculty retention and research productivity. Using Almendarez’ human capital theory, the purpose of this concurrent mixed methods study was to explore how tenure relates to faculty retention and productivity at a convenience sample of public universities in mid-western states. Qualitative questions focused on faculty perceptions of factors that affected retention and productivity. Quantitative data from the Integrated Postsecondary Education Data System and publicly available information from institutions was used to explore questions about relationships amongst tenure, retention, and academic publication. Qualitative data were collected from tenured, tenure track, and faculty members with no option of tenure using individual interviews (n = 14) and 2 focus groups with 13 total members. The qualitative data were inductively coded and analyzed using a constant comparative method, and an ANOVA was used to test for statistically significant pairwise comparisons between faculty tenure, retention, and productivity. Qualitative and quantitative results were in agreement that there was no significant difference in research productivity of tenured, tenure track, or non-tenured professors. The positive social change implications of this study include recommendations to public universities to explore incentives for research productivity that are not bound to tenure, which may reduce human capital expenditures, thereby making attendance at a public university more affordable. How Tenure in Higher Education Relates to Faculty Productivity and Retention by Cindy Kay Manjounes EdD, Lindenwood University, 2010 MS, Lindenwood University, 2005 BA, University of Missouri St. Louis, 1990 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy Walden University July 2016 Dedication This study is dedicated to my family and friends who have been my support structure throughout this process. Without them I could not have succeeded in this venture. Acknowledgments Thanks first be to God, for without Him I am nothing. I would like to thank my family and friends for their support throughout this study. Their tolerance, love, and belief in me are amazing, and I feel very blessed and fortunate to have them all in my life. To my mom and dad, thank you for instilling in me a work ethic and belief in me, your example is the foundation on which I have built my life. Thank you to my brothers and sister for their support in just being there for me and supporting me with the belief and prayers that I needed. Thank you to my husband for his tolerance of the late nights and early mornings when I had to isolate myself to get this done. A special thank you to Dr. Shepeard: Your guidance, direction, counseling, and belief in me and my ability to finish this study kept me going. Also thank you to Dr. Goldman and the rest of the Walden faculty and staff who aided me in this process.
Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)
The aim of this article is to establish the extent to which the concept of e-leadership has taken off as a lens through which to study leadership for technology-enhanced learning (TEL) in higher education. Building on a previous study conducted in 2013, this article thus covers an exploratory review of the literature for the period 2103-2017. It analyses 49 articles which explore both the specific concept of e-leadership as well as other work dealing more generally with leadership and organisational change for TEL in higher education. The findings show that while none of the empirical studies identified in the literature refer explicitly to e-leadership, there are a number of interesting insights to be found in the theoretical articles. The results also highlight the widely different interpretations and applications of the concept of e-leadership and the consequent need for the definition to be refined. The paper concludes with recommendations for further multidisciplinary research at the intersection of the fields of educational technology and educational management, focusing on values, strategy, organisation and leadership interactions at meso level, the economy and public policy at macro level, and teaching and learning at the micro level, as well as for research in Leadership Development for TEL.