Learning Resources

Abstract: Recruiting and retaining women and minority faculty members is a particularly challenging workforce development issue facing many universities. This article summarizes current literature and the results of a survey of selected institutions to gauge responses to this challenge. All the survey respondents indicated that recruitment of women and minority candidates has been problematic, that retention problems vary, and that job placement is difficult and can negatively influence the recruitment and retention of women and minority faculty members. Job placement for partners has been most difficult for those universities located in small- to mid-sized cities. A variety of programs have been attempted to alleviate problems of recruitment and retention.

Abstract: Universities, like other organizations, are affected by many interrelated influences and systems. In the early 1980s, because of its below average freshmen-to-sophomore year retention rates for an institution of its type, large developmental enrollment, and poor graduation rates, Louisiana State University and A & M (LSU) did not compare to other major state universities in terms of student success rates. Using a systems theory approach to analyzing the affect of inputs on outputs, this article describes the efforts that were made to transform the quality and completion rates of undergraduate students at LSU by changing the criteria for the admission of new freshmen.

Abstract: Considers how statewide board cooperation regarding the review and support of master’s degree programs might be enhanced. Maintains that two elements are necessary: strengthening the state’s recognition of the value of master’s level education, and balancing state and institutional interests regarding quality control and productivity measures. Concludes with a summary of what each side must to do enhance master’s level education at both levels.

Abstract: Highlights reasons why faculty productivity has become such a central concern – rising costs and decreased funding, public demand for accountability, and pressure to restructure institutions to meet the needs of a high-tech society. Outlines the recent faculty productivity review at the University of Delaware, stresses elements integral to the success of such reviews, and compares the results to nationwide productivity data.

Abstract: Facing storms of change within and outside the academy, higher education officials have realized that major realignments are underway creating demographic, economic, political, and cultural imperatives. Quality, accountability, and institutional effectiveness have become part of the culture for stakeholders in higher education. Program directors, department chairpersons, academic deans and their associates, and academic vice presidents are anticipating continued change and are ready to respond in a timely fashion using new planning approaches and techniques.

In assembling this reader, the selection of materials was guided by a sensitivity to provide academic planners with tools to facilitate the transformation of higher education institutions from provider-centered cultures and organizations to leamer-centered franchises. Readings examine partnerships and alliances needed for higher education institutions to survive, if not lead, the transformation of society into the information age.

This book tells how planners can best situate themselves and their organizations in the emerging network of collaborative resources. It is organized into the following sections: Environmental Scanning, Curriculum Planning, Enrollment Management, Human Resources Planning, Planning for Information Technology, Student Services, Academic Planning Within the Larger Context, and Linking Quality and Accountability.

Abstract: Book Review: The Academic Crisis of the Community College, by Dennis McGrath and Martin Spear. State University of New York Press, 1991. 170 pages.

Abstract: Book Review: Ending Mandatory Retirement in Higher Education, by the Commitee on Mandatory Retirement in Higher Education. National Academy Press, 1991. 149 pages.

Abstract: Book review: Scholarship reconsidered: Priorities of the Professoriate, by Ernest Boyer. Carnegie Foundation for the Advancement of Teaching, 1991. 147 pages.