ERIC Number: ED564898
Record Type: Non-Journal
Publication Date: 2013
Abstractor: As Provided
Can Increasing Faculty Professionalism Raise Instructional Quality at a Chinese University?
Lindgren, Jeffrey D.
ProQuest LLC, Ph.D. Dissertation, University of Minnesota
The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese university. In this study, increasing faculty professionalism refers to increases in regards to six areas of faculty work: academic freedom, work balance, governance, reward systems, salary, and professional development. A mixed-methods approach was used in this study. 30 faculty and 15 administrators were interviewed using a standardized open-ended approach and 27 faculty and 21 administrators responded to a questionnaire with 26 Likert-type questions. Study findings suggest that faculty and administrators at Guangdong X University agree that instructional quality needs to be raised. In addition, the findings suggest that faculty and administrators at Guangdong X University agree that increasing faculty professionalism may be an effective way to raise the quality of instruction at this university. Also, the findings suggest that this agreement between faculty and administrators at Guangdong X University may indicate an open policy window (Kingdon, 2003) for advancing the strategy of increasing faculty professionalism as a way to raise instructional quality. Finally, policy alternatives are suggested in view of Kingdon's (2003) model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Foreign Countries, College Faculty, Professionalism, Educational Quality, Correlation, Academic Freedom, Family Work Relationship, Governance, Rewards, Teacher Salaries, Professional Development, Interviews, Questionnaires, Likert Scales, Teacher Attitudes, Educational Policy
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: China