The Role of University Faculty in Degree Program Sustainability: An Experienced-Based Framework
Keywords:
Experienced-based Framework, Faculty Role, Program Sustainability, University Faculty
Abstract
This study focused on the specific role of faculty in the sustainability of degree programs in Bukidnon State University and developed an experience-based framework. It was found that the implementation of flexible teaching within a class dictates an adjustment of the instructors’ role. Such adjustment requires the instructors to possess knowledge not just as an educator but to be versatile person. A good teacher in instruction implies many activities and performs to ensure that all the learners receive quality instruction. It was found that the faculty could be a resource provider, instructional and curriculum specialist, project coordinator, to name a few. It is concluded that the contribution of the faculty is the most critical success factor in the program's sustainability and development.References
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Mezirow, J. (1991). Transformative dimension of adult learning. San Francisco: Jossey-Bass.
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Schuster, J.H. (1990). Enhancing Faculty Careers: Strategies for Development and Renewal. ERIC.
Scott, W., Lemus, D., Knotts, G., & Oh, J. (2016). Why learner-centered new faculty orientations matter: Organizational culture and faculty retention. The Journal of Faculty Development, 30(1), 15-22.
Smith, D. (1997). Phenomenology: Methodology and method. In J. Higgs (Ed.), Qualitative research: Discourse on methodologies. Sydney, New South Wales, Australia: Hampden Press.
Sterling, S, L. Maxey, H. Luna (Eds.), (2013). The Sustainable University: Progress and Prospects, Routledge, London
Storey, V. A., & Johnson, J. (2017). Out over their skis: A study of principal preparation program policy in Florida. Education Leadership, 18(1), 1-20.
Tien, H. (2016). Vietnamese academics' research capacity in tertiary contexts. Unpublished PhD thesis, Victoria University of Wellington, New Zealand. http://hdl.handle.net/10063/5141
Tobi A.S., & Duque, S., (2015). Approaches to quality assurance and accreditation in higher education: A comparison between the Sultanate of Oman and the Philippines. Perspectives of Innovations, Economics & Busines, 15(1), 41-48. http://dx.doi.org/10.15208/pieb.2015.03
Varonism, E. M. (2014). Most courses are not born digital: An overview of the quality matters peer review process for online course design. Campus-Wide Information Systems, 31(4), 217–229. http://dx.doi.org/10.1108/CWIS-09-2013-0053
Velez, E. (2015). Administration and faculty: How relationships create and solve the problems. Journal of Applied Learning Technology, 5(4), 37-40.
Zeiger, S. (2014). Raising Condent Kids. United States: CreateSpace Publishing.
Alvoid, L., & Black Jr, W. L. (2014). The changing role of the principal: How high-achieving districts are recalibrating school leadership. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/reports/2014/07/01/93015/thechangin g-role-of-the-principal/
Austin, Ann E. (1990). Faculty Culture, Faculty Values. New Directions for Institutional Research. 68.
Beachum, F., & Dentith, A. (2004). Teacher leaders creating cultures of school renewal and Transformation. Educational Forum, 68(3), 276-286. DOI: 10.1080/00131720408984639
Biddle, B., & Thomas, E. (1966). Role theory: Concepts and research. New York, NY: John Wiley & Sons.
Blackburn, R.T. and J.H. (1995). Lawrence, Faculty at work: Motivation, expectation, satisfaction. Johns Hopkins University Press.
Boyer, E. (1990). Scholarship reconsidered, priorities of the professoriate. New York, NY: The Carnegie Foundation for the Advancement of Teaching.
Camblin, L.D. and J.A. Steger (2000) Rethinking faculty development. Higher Education, 39(1), 1-18.
Canales, M., Tejeda-Delgado, C., & Slate, J. R. (2010). Superintendents/Principals in small rural school districts: A qualitative study of dual roles. International Journal of Educational Leadership Preparation, 5(1), 1-10.
Chapple, S. & Rackliff, J. (2013). Facilitated dialogues with Office of Adolescent Health Pregnancy Assistance Fund grantees.
Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development.
Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher education. The Quarterly Review of Distance Education, 13(1), 11-14.
Drake, T. & Roe, W. (2002). The principalship. 6th ed. Columbus, OH: Merrill Prentice Hall.
Duke, C. (2008). University engagement: avoidable confusion and inescapable contradiction. Higher Education Management and Policy, 20(2), 87-97.
Gaff, J.G. & Simpson, R.D. (1994). Faculty development in the United States. Innovative Higher Education, 18(3), 167-176.
Goddard, J. (2007). Supporting the contribution of HEIs to regional revelopment: Outcomes of the OECD review project of 14 regions in 12 countries. Paper presented at the OECD/IMHE Conference, Valencia, Spain, 19-21 September 2007.
Green, M. F. & R. Shoenberg (2006). Where faculty live: Internationalizing the disciplines. Washington, DC: American Council on Education
Hardré, P. Cox, M., &Kollmann, S. (2010) Faculty performance standards: Patterns within disciplines in the research university. The Journal of Faculty Development, 3(10), 5-14.
Harris, A. (2007). Distributed leadership: Conceptual confusion and empirical reticence. International Journal of Leadership in Education, 10(3) 315-325. DOI:10.1080/13603120701257313
Hubbard, G.T. and S.S. Atkins, The professor as a person: The role of faculty well-being in faculty development. Innovative Higher Education, 20(2), 117-128.
Jacob, W. et al (2015). Social Cartography of Community Engagement in Higher Education. Community Education in Higher Education International and Local Perspectives
Jeschke, S. (2014). Higher Education 4.0 - Trends and future perspectives for teaching and learning. 64. DHV- Tag Virtuelle Lernwelten in der Universitat, Frankfurt Am Main, August 17, 2021.
Johnson, K., Hays, C., Center, H., & Daley, C. (2004). Building capacity and sustainable prevention innovations: A sustainability planning model. Evaluation and Program Planning, 27(2), 135-149.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
Klaus Fichter, Irina Tiemann, (2018). Factors influencing university support for sustainable entrepreneurship: Insights from explorative case studies, Journal of Cleaner Production, 175, 512-524, https://doi.org/10.1016/j.jclepro.2017.12.031
Kwiek, M. (2016). The European research elite: A cross-national study of highly productive academics in 11 countries. Higher Education, 71(3), 379-397. https://doi.org/10.1007/s10734-015-9910-x
Leal Filho, W, S. Raath, B. Lazzarini, V.R. Vargas, L. de Souza, R. Anholon, O.L.G. Quelhas, R. Haddad, M. Klavins, V.L. Orlovic, (2018). The role of transformation in learning and education for sustainability, Journal of Cleaner Production, Volume 199, Pages 286-295. https://doi.org/10.1016/j.jclepro.2018.07.017
Lederman, Doug (2010). Setting Quality Standards in Higher Ed. https://www.insidehighered.com/views/2010/09/09/setting-quality-standards-higher-ed
Limoges, J., Jagos, K., Lankshear, S., Madorin, S., & Witmer, D. (2018). Getting to the root of it: How do faculty address professional boundaries, role expansion, and intra-professional collaboration?. Journal of Nursing Education and Practice. https://doi.org/10.5430/jnep.v8n9p113
Lincoln, Y. S., & Guba, E. G. (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
Loder, T., & Spillane, J. (2005). Is a principal still a teacher? US women administrators’ accounts of role conflict and role discontinuity. School Leadership & Management, 25(3), 263-279. doi:10.1080/13634230500116348
Lozano, R., K. Ceulemans, M. Alonso-Almeida, D. Huisingh, F.J. Lozano, T. Waas, W. Lambrechts, R. Lukman, J. Hugé. (2015). A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey. Journal of Cleaner Production, 108, 1-18
Mezirow, J. (1991). Transformative dimension of adult learning. San Francisco: Jossey-Bass.
OECD & World Bank. (2007). Cross-border tertiary education: A way towards capacity development.
OECD (2016), Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264265097-en
Owens, R. G., & Valesky, T.C. (2007). Organizational behavior in education: Adaptive leadership and school reform (9th ed). Boston, MA: Pearson Education.
Sahin, M. & Aklan, R.M. (2016). Yuksekogretimde degisim donusum sureci ve universitelerin genisleyen roller. Egitim ve Ogretim Arastirmalari Dergisi, 5(2), 297-307.
Simsek, T. (2017). Endustri 4.0 ile Gelecege Bakis ve Beklentiler. Retrieved from http://www.endustri40.com/endustri-4-0-ile-gelecege-bakis-ve-beklentiler/
Schuster, J.H. (1990). Enhancing Faculty Careers: Strategies for Development and Renewal. ERIC.
Scott, W., Lemus, D., Knotts, G., & Oh, J. (2016). Why learner-centered new faculty orientations matter: Organizational culture and faculty retention. The Journal of Faculty Development, 30(1), 15-22.
Smith, D. (1997). Phenomenology: Methodology and method. In J. Higgs (Ed.), Qualitative research: Discourse on methodologies. Sydney, New South Wales, Australia: Hampden Press.
Sterling, S, L. Maxey, H. Luna (Eds.), (2013). The Sustainable University: Progress and Prospects, Routledge, London
Storey, V. A., & Johnson, J. (2017). Out over their skis: A study of principal preparation program policy in Florida. Education Leadership, 18(1), 1-20.
Tien, H. (2016). Vietnamese academics' research capacity in tertiary contexts. Unpublished PhD thesis, Victoria University of Wellington, New Zealand. http://hdl.handle.net/10063/5141
Tobi A.S., & Duque, S., (2015). Approaches to quality assurance and accreditation in higher education: A comparison between the Sultanate of Oman and the Philippines. Perspectives of Innovations, Economics & Busines, 15(1), 41-48. http://dx.doi.org/10.15208/pieb.2015.03
Varonism, E. M. (2014). Most courses are not born digital: An overview of the quality matters peer review process for online course design. Campus-Wide Information Systems, 31(4), 217–229. http://dx.doi.org/10.1108/CWIS-09-2013-0053
Velez, E. (2015). Administration and faculty: How relationships create and solve the problems. Journal of Applied Learning Technology, 5(4), 37-40.
Zeiger, S. (2014). Raising Condent Kids. United States: CreateSpace Publishing.
Published
2022-12-13
Section
Articles
Copyright (c) 2022 Asia Pacific Journal of Social and Behavioral Sciences
Copyright holder is the Bukidnon State University.
