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Creating Cultures that Value All Faculty Work

Creating Cultures that Value All Faculty Work. The New American Colleges & Universities Summer Institute June 20, 3012 Cathy A. Trower, Ph.D. 2011: Palgrave McMillan. Consider: Harnessing the Power of Reflective Thinking in Your Organization (Daniel Forrester). Attention Distraction

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Creating Cultures that Value All Faculty Work

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  1. Creating Cultures that Value All Faculty Work The New American Colleges & Universities Summer Institute June 20, 3012 Cathy A. Trower, Ph.D.

  2. 2011: Palgrave McMillan Consider: Harnessing the Power of Reflective Thinking in Your Organization (Daniel Forrester) Attention Distraction Data Meaning “We live in a society bloated with data but starved for wisdom.” (Ethnographer, Elizabeth Lindsay) “Where is the wisdom we have lost in knowledge?” (Poet, T.S. Eliot)

  3. How do you spend your time? • In an average week, how many hours do you work (as a faculty member)? • Apportion those hours to: • Teaching (in class/lab, preparing, advising) • Research/creative work • Service (committees, community, dept. mtgs.) • Administrative tasks • E-mail (reading, responding) • Has this changed in the last few years? • How?

  4. How Faculty at Private Institutions Spend Their Time (Self-Reported)% of Faculty Reporting Spending X hours/week Actual Teaching Preparing & Grading HERI Advising/Counseling Students

  5. HERI How Faculty at Private Institutions Spend Their Time (Self-Reported)% of Faculty Reporting Spending X hours/week Research/Scholarly Work Committee Work/Meetings Administration Community or Public Service

  6. HERI NA = Not Asked During the past two years, have you…?

  7. HERI NA = Not Asked During the past two years, have you…?

  8. NAC&U Teagle Grant Proposal Faculty Work

  9. NAC&U Teagle Grant Proposal Faculty Work

  10. Two Best Aspects

  11. Two Worst Aspects

  12. Organizational Culture “A pattern of shared basic assumptions that the group learned as it solved problems…that has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems” (p. 12). Schein, E. (1992). Organizational Culture and Leadership, San Francisco: Jossey-Bass.

  13. Organization Culture The “ethos of a place” – the behavioral norms, espoused values, language, customs, rituals, and the modus operandi of an organization (Bolman and Deal, 1997*; Schein, 1992). Three layers of culture (Schein, 1992) • Artifacts: visible structures, policies, and practices • Espoused values: what people say they believe • Underlying assumptions: unconscious, taken-for-granted beliefs, thoughts, and feelings – ultimate source of values and actions * Reframing Organizations, San Francisco: Wiley & Sons

  14. Catalytic Questions • What are some academic artifacts? • What are some of the espoused values of the academy? • What are some of the underlying assumptions? • How do you think your board would answer these questions? • How would the administration? EXAMPLE: Artifact: Stop-the-clock policy Espoused values: Work-family balance; gender diversity Underlying assumptions: If you use the policy, you’ll be seen as less serious/committed; women need special accommodations But we don’t re-examine how much sense the 6-years up-or-out rule means today. Culture is sticky!

  15. Larry Summers -- 2005 • Artifact: Few women in STEM • Espoused values: Diversity is good; want women • Underlying assumptions (actually, he said these) • Women less inclined to work 80-hour week • Women innately less capable in math No questioning about: • Whether an 80-hour week makes sense for anyone. All the other work women do. The tradeoffs that have to be made. Salary differences. • What else might explain different math scores? • If more men are at the top of the tail, also more at the bottom. We don’t hire most of our faculty from the top end of the math scoring population. • If it’s that women are less able, where are the men of color in STEM?

  16. Process Product v. Process Orientation Product Faculty rewarded for publication record. Diminished relationship between faculty and students. Students interfere with the “real” work of faculty. Research is counter to the student-centered mission. Faculty rewarded for working with students. Students viewed as partners in the intellectual process. Students contribute to faculty research. Students are central to faculty work and lives. Research supports the student-centered mission. Malachowski, M.R. “Living in parallel universes,” in Hensel & Paul (eds.) Faculty Support and Undergraduate Research, Washington, DC: Council on Undergraduate Research.

  17. Trower: Teagle Conference April, 2013 Strategies For greater student engagement: • Change T&P policies to require that faculty engage with students in undergraduate research, achieve student learning gains, and mentoring students – and then reward those efforts • Change outdated policy language to reflect real faculty work • Redefine faculty workload policies and practices to reflect the time-intensive (but “hidden”) aspects of teaching, advising, mentoring students • Ensure multiple paths to success • Reconsider the triple demands on TT faculty For effective pedagogies and technology: • Provide seminars, workshops, and mentors • Ensure infrastructure to support • Showcase and reward success • Remove barriers and provide time • Encourage networking and cross-fertilization of effective techniques For improving faculty vitality • Utilize mutual mentoring techniques • Discuss why “drift” occurs and provide support for ongoing productivity

  18. Any burned out faculty? Frustrated? Somewhat frazzled administrators trying to bridge the two… Board of Trustees Deep understanding of the issues faculty face?

  19. Chait, Ryan, Taylor (2005) Framing/Meaning-Making Thinking Planning Inquiry Oversight Sense Direction Execution MODES ON THE GENERATIVE CURVE Generative Strategic Fiduciary Opportunity for Generative Work Governance as Leadership (BoardSource) Time

  20. Steps to Inclusive Cultures and Shared Responsibility • Ensure more UPSTREAM, “sense-making” time spent in discussions with administration, faculty leadership, and the governing board • Discuss: • The hallmark characteristics of a great college/university (in your context)…the “meaning” of a degree from your institution • The unique and shared contributions of each group (admin, faculty, board) • What ideas do we have for how we can balance autonomy, consultation, and accountability in these unique and shared contributions? • How might we best capitalize on the multiple perspectives of faculty, administrators, and trustees to discover better goals, better problems, and better solutions and to learn better as an institution? • How might we order our life together so that these points of intersection become opportunities for creative problem solving rather than bones of contention? • How do ensure that we understand the cultures in which we all exist?

  21. This Project’s Enormous Potential • Improve and individualize the evaluation of faculty work • Revised tenure and promotion policies • Professional development • Develop holistic department models • Articulate and expand the NAC&U focus on integrating professional studies and the liberal arts

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