By Dina G Levy
Examines a number of ways to constructing visions, strategic plans, and implementation plans for the Chancellor's place of work to advance a strategic and function making plans method.
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Extra info for Strategic and Performance Planning for the Office of the Chancellor for Educational and Professional Development
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01-J1526 10/23/00 1:48 PM Page 23 01-J1526 10/23/00 1:48 PM Page 24 24 Understanding Faculty Productivity These variables are important in attempting to provide an environment wherein faculty can optimize their various job functions and components. But they do not address productivity issues. Now that we have a fair handle on how to measure what faculty do, the remainder of this book will focus on the issues of how much and how well they do it. These are the issues of concern to those outside the academy—issues that have not been adequately addressed.
Perhaps most significant was that young faculty were hired as teaching faculty but were promoted and granted tenure based on their record as researchers. The cold war and the race for outer space in the 1960s and 1970s further reinforced this pattern. Ernest L. Boyer, in his seminal report, Scholarship Reconsidered: Priorities of the Professoriate (1990), summarized the postwar changes in American higher education as follows: But even as the mission of American higher education was expanding, the standards used to measure academic prestige continued to be narrowed.
Liberal arts colleges: These institutions are primarily undergraduate colleges with major emphasis on baccalaureate degree programs. Liberal Arts I colleges award 40 percent or more of their baccalaureate degrees in liberal arts fields and are restrictive in admissions. Liberal Arts II colleges award fewer than 40 percent of their baccalaureate degrees in liberal arts fields or are less restrictive in their admissions. Two-year colleges: These institutions offer the associate certificate or degree programs and, with few exceptions, offer no baccalaureate degrees.