Faculty Empowerment & the Changing University Environment
“Faculty Empowerment & the Changing University Environment”
In our case “Faculty Empowerment & the Changing University Environment” we came across two separate subjects both of which our group can relate to and both of which correlate to each other. In the beginning we reviewed the topic of nowadays Universities and what has changed recently and how such change might have affected administrational structure on empowering faculty. We used the data provided to us in the case study to determine the following facts. First, Universities Environment has drastically changed during the last 6 years. Because of the rapidly changing workplace environment, downfall of the economy and incredible technological improvements all caused a lot of adults coming back to school to continue their education or even start over. Universities had to take under consideration the various factors as well as make several adjustments to their educational structure. Few of the many factors are; adult learners have quiet different needs then traditional students, often come with variety of work experience, major news events may create intense student interest in a course-related topic, more time might need to be allocated to some topics and not others, work schedules might require a more flexible educational structure. All of these factors facilitated a development of number of on-line educational colleges and programs to accommodate adult learners, as well in a lot of cases military personnel. The trend of online education has accelerated and enabled students with tough working schedules or in distant locations to take classes online. This in many cases has resulted in standardization of courses and instructional methods which directly reduced the traditional empowerment of instructors.
Lorain: - Would you rather be a student in a class that has been standardized or one in which the instructor has a high degree of empowerment. Why?
During the past decade there has been considerable
In our case “Faculty Empowerment & the Changing University Environment” we came across two separate subjects both of which our group can relate to and both of which correlate to each other. In the beginning we reviewed the topic of nowadays Universities and what has changed recently and how such change might have affected administrational structure on empowering faculty. We used the data provided to us in the case study to determine the following facts. First, Universities Environment has drastically changed during the last 6 years. Because of the rapidly changing workplace environment, downfall of the economy and incredible technological improvements all caused a lot of adults coming back to school to continue their education or even start over. Universities had to take under consideration the various factors as well as make several adjustments to their educational structure. Few of the many factors are; adult learners have quiet different needs then traditional students, often come with variety of work experience, major news events may create intense student interest in a course-related topic, more time might need to be allocated to some topics and not others, work schedules might require a more flexible educational structure. All of these factors facilitated a development of number of on-line educational colleges and programs to accommodate adult learners, as well in a lot of cases military personnel. The trend of online education has accelerated and enabled students with tough working schedules or in distant locations to take classes online. This in many cases has resulted in standardization of courses and instructional methods which directly reduced the traditional empowerment of instructors.
Lorain: - Would you rather be a student in a class that has been standardized or one in which the instructor has a high degree of empowerment. Why?
During the past decade there has been considerable
Cited: Bushweller, K. (1997) . Teaching to the test. American School Board Journal. 20-25 Rothman, R. (1996). Taking aim at testing. American School Board Journal. 27-30 Serafini, F. (1997). Stances to assessment. Talking Points: Newsjournal of the Whole Language Umbrella