ERIC Number: ED329152
Record Type: RIE
Publication Date: 1989
Administrative Barriers to Improving Undergraduate Education. Accent on Improving College Teaching and Learning, 6.
Genthon, Michele; Joscelyn, Mary K., Ed.
Chief academic officers at 1,053 institutions of higher education across the United States were surveyed about the barriers to improving teaching and learning. Using factor analysis, responses were reduced to nine general problem areas. In order of importance from most important to least important, the problems identified were: financial support, faculty support systems, student limitations, student academic support programs, academic administration, limitations of faculty, academic constraints, academic support systems, and enrollment demographics. Rankings are contrasted among comprehensive, four-year, and two-year institutions, and between public and private institutions. The identified problems had common features in that they concerned resource issues, external constraints, and administrative or governance structures. Academic administrators can address these barriers by such actions as working with other administrators to develop budgets and set institutional priorities, developing cooperative programs to improve the preparation of students before they reach college, and reorganizing ineffective administrative systems. Two references are included. (JDD)
Descriptors: Academic Deans, Administrative Change, Administrative Organization, Administrator Role, Change Strategies, College Administration, College Curriculum, Educational Finance, Educational Improvement, Higher Education, National Surveys, Problem Solving, Teacher Improvement
National Center for Research to Improve Postsecondary Teaching and Learning, 2400 SEB, University of Michigan, Ann Arbor, MI 48109-1259 (free with self-addressed, stamped envelope).
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.; Michigan Univ., Ann Arbor.
Grant or Contract Numbers: N/A