ERIC Number: EJ713681
Record Type: Journal
Publication Date: 2005
Reference Count: 79
Always at Odds? Congruence in Faculty Beliefs about Teaching at a Research University
Journal of Higher Education, v76 n3 p331 May-Jun 2005
In this study, the author explores research university departments in which there is instructional congruence, or a culture in which individuals perceive that their beliefs about teaching align with their institution because department members have constructed shared understandings of effective teaching and of the value they place on instruction. Also examined are academic units that have a culture of incongruence, in which members feel that they disagree with the organization's and colleagues' stance(s) on teaching. Social network data is used to explain the presence of these two teaching cultures in departments. Finally, the author contextualizes these findings with qualitative data about the organizational and instructional practices that foster network types associated with instructional congruence and incongruence.
Descriptors: Teacher Effectiveness, Teaching Methods, Departments, Qualitative Research, Social Networks, Teacher Attitudes, College Faculty, Organizational Culture
Ohio State University Press, 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Web site: http://www.ohiostatepress.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Michigan