Ethics and the Performance Appraisal System An Introduction to Faculty Performance Appraisal The Criteria for Faculty Performance Appraisal Ethics and Evidence in Academic Performance Appraisal Performance Appraisal Criteria Assessing What Professors Do: Citizenship, Research, Service, and Teaching The Evaluation of Teaching in Universities The Evaluation of Research The Evaluation of Service and Citizenship External Influence on Appraisal The Law and Performance Appraisal Collective Bargaining and Faculty Evaluation Epilogue: Rewards and Results Appendix: Selected Excerpts from AAUP Policy Documents and Reports Annotated Bibliography Index

Assessing What Professors Do: An Introduction to Academic Performance Appraisal in Higher Education. Contributions to the Study of Education, Number 61.

The pluralistic and often competing goals of myriad constituents, the changing demographics of students, the uncertainty of funding, and the growing demands for accountability from stakeholders have increased the complexity of systems which community college leaders must manage. Emerging from the recent literature on community colleges is a call for new models of leadership in the context of leading in an increasingly uncertain and complex environment. Systems thinking offers a means to help leaders respond to these growing organizational complexities and move leadership from a traditional bureaucratic model to a more adaptive model. A systematic review of literature on systems thinking’s application to organizational performance in higher education was bolstered with evidence from healthcare. Findings revealed three reoccurring ways in which leaders apply systems thinking processes for improving organizational performance. A conceptual model for systems thinking leadership is proposed in which the three processes, characterized as discovery, framing, and action, can be enacted either individually or sequentially for enhancing organizational performance. The model draws upon boundary critique, critical systems thinking, systemic intervention, total systems intervention, systems dynamics, soft systems methodology, complexity theory and complex adaptive systems, yet uses language more readily identifiable to community college practitioners.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2726026_code2080026.pdf?abstractid=2726026

A Conceptual Model of Systems Thinking Leadership in Community Colleges

Author(s): Singer, Merav | Advisor(s): Brinner, Benjamin E | Abstract: Israel in the 21st century is an intensely multicultural society where several types of cosmopolitanism vie with regional and ethnic forms of expression, a phenomenon that plays out in musical life. I propose that such a society offers a variety of possibilities for what a woman is, what she can do, and how she can work. This dissertation is an ethnographic study of four female singer-songwriters that examines the ways they negotiate and sometimes challenge socio-cultural norms in creating their careers and constructing their artistic personae, or the version of themselves that they present as musicians.The artists I focus on straddle four major rifts in Israeli society, between Arabs and Jews, Mizrahim and Ashkenazim, Russian-speaking immigrants and native Israelis, and Orthodox and non-Orthodox communities. In using their ethnic heritage as cultural capital to corner a unique market niche, these artists become enmeshed in social politics that include tensions between ethnic and religious groups, conflicting gender roles, and struggles over belonging. I argue that as they create legible personae to meet the demands of the music industry, their liminality between mainstream society and a minority sector challenges the discourse around those identities. The success of their careers thus depends both on how their particular ethnicity is positioned in relation to more powerful models of Israeliness that are reproduced by public discourses, the state media and the entertainment industry, as well as how they meet commercial criteria for mainstream pop music. In working to satisfy this dual set of demands they engage with the canon of Israeli music, revealing and expanding its boundaries. To illuminate how the artists define and challenge discourses of Israeliness, I analyze their songs, how they perform them, and what people say about them. The radio airtime their music receives and the venues where they perform further reveal how they are positioned within Israeli culture. Thus while the strategies they use in marking themselves as foreign are common to artists cross-culturally, the challenges they encounter offer a window onto changing social patterns in contemporary Israeli society.

/pdf/singing-as-an-israeli-woman-musical-personae-in-a-39r67uutcm.pdf

Singing as an Israeli Woman: Musical Personae in a Cosmopolitan Society

Evaluation of university teaching as sound performance appraisal

Review on A big data-based innovative knowledge teaching evaluation system in universities

Research on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative approaches to learning design. Collaborative analysis and interpretation of systematically collected data drawn from individual experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Through reflection, faculty identify design solutions that are responsive to circumstances during course delivery, capture reasoning that informs design solutions for future course iterations and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility. This article offers detailed ethnographic evidence and new findings that enrich our understanding of claims made in previous interview-based studies of faculty design.

/pdf/reflective-design-in-action-a-collaborative-autoethnography-467hnb3ot7.pdf

Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design.

Umm Kulthum: Artistic Agency and the Shaping of an Arab Legend, 1967–2007

Strategic Hiring: Using Job Analysis to Effectively Select Online Faculty.

To suggest sound practices in obtaining the faculty design talent needed to rapidly deploy or scale up digital learning, this paper adopts a systems view of the findings and implications of "The Process of Designing for Learning: Understanding University Teachers' Design Work" by Bennett et al. (Educational Technology Research and Development 65(1), 125-145, 2017). Bennett et al.'s article makes an important contribution to our growing understanding of faculty capacity for and approaches to course design. Their work establishes faculty roles as designers, which is an essential consideration as institutions seek digital design talent. Nevertheless, important limitations of their research are limited detail about faculty design skills and an emphasis on how faculty design resembles others' design approaches. This paper suggests specific ways that institutions can apply and extend insights from Bennett et al.'s research to cultivate faculty design talents in nimble responses to large-scale or rapid shifts to digital learning through practices of professional development and strategic faculty hiring.

/pdf/build-buy-or-rent-a-systems-view-of-faculty-design-work-in-3d3shaqh29.pdf

Laura Lohman

Papers

Evaluation of university teaching as sound performance appraisal

Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design.

Umm Kulthum: Artistic Agency and the Shaping of an Arab Legend, 1967–2007

Strategic Hiring: Using Job Analysis to Effectively Select Online Faculty.

Build, buy, or rent? A systems view of faculty design work in the digital learning era.