ERIC Number: ED474160
Record Type: RIE
Publication Date: 2002-May-2
Linking Administrative Behavior and Student Learning: The Learning Centered Academic Unit.
Del Favero, Marietta
The relationship between administrative work in higher education and student learning is explored. A conceptual framework for thinking about the relationship is derived from reflecting on relevant literature. Implications for research and practice are discussed to guide readers in improving educational policy and advancing the application of new theoretical contexts for study. The premise underlying the developed model is that to the extent that administrative behavior supports the work of faculty and nurtures a learning climate where students are able to access and take advantage of available opportunities for cognitive and affective growth, then learning outcomes will be influenced positively. Conversely, administrative behaviors that hinder faculty work and create barriers to the development of stimulating intellectual and social climates have the potential for negative impact on student learning outcomes. Propositions are listed to frame a paradigm for researchers and practitioners alike who are interested in examining departmental change and the restructuring of administrative work in the interest of student learning. These include: (1) student evaluations of teaching; (2) student advisement; (3) cooperative instructional activities; and (4) faculty assessment. The new organizational ethos called for in this paper will require a new kind of leadership focus in academic units to make a learning centered structure that facilitates student learning. (Contains 1 table, 3 figures, and 32 references.) (SLD)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper prepared for submission to the "Peabody Journal of Education."