Across higher education there is a misalignment between the policies and practices of evaluation and the core values for which universities profess to stand. Values of inclusion, transdisciplinarity, and publicly engaged scholarship are routinely undervalued in university practices of evaluation. Shifting attention toward high-impact ends of…

Faculty-evaluation systems are critical to successful transformation in the culture of an institution or any division of it; but modifying the criteria and priorities that have traditionally defined the evaluation process is possible only if one understands and respects the dynamics, difficulties, trade-offs, and complexities involved, especially…

I use Burkean analysis to show how neoliberalism undermines faculty assessment expertise and underwrites testing industry expertise in the current assessment scene. Contending that we cannot extricate ourselves from our limited agency in this scene until we abandon the familiar "stakeholder" theory of power, I propose a rewriting of the…

This study adopted Jarzabkowski's (2005) qualitative, activity-based strategy as practice method to investigate leadership and management of interdisciplinary work. Interviews were conducted with 10 academics in Australia and the United Kingdom. Challenges raised by leaders of academic work can be grouped at various levels according to which…

Discusses effective tutor monitoring strategies based on experiences at the Open Learning Institute of Hong Kong. Highlights include key performance and strategic control points; situational factors, including tutor expectations and relevant culture; Theory X versus Theory Y leadership theories; and monitoring relationships with tutors. (LRW)

Periodic tenured faculty evaluation can be an opportunity for professional and personal redirection, revitalization, and renewal. The institution profits as much as the individual through better academic planning, teaching, and research. (MSE)

The newly formed and still evolving National Executive Development Center of the American Association of School Administrators is described. Its mission is to provide a process for guiding professional development of school executives. Considerations regarding the use of assessment data for formative and summative evaluation are discussed. (SLD)

Ideas for improving quality, which evolved from a survey conducted for the National Commission on Higher Education Issues, are presented. Suggestions are given for retaining public confidence in higher education, improving accreditation practices, strengthening faculty and institutional performance, improving students' intellectual motivation, and…

A wide variety of individual and contextual factors, within and outside institutional control, can affect faculty research performance. These collective factors, the research culture, include policies and practices affecting recruitment, workload, evaluation, collegial communication, leadership, and structure. (MSE)

Faculty development programs are designed to improve faculty performance in all aspects of their professional lives. Six areas of concern are presented: flexibility of approach; individual v corporate activity; new understanding of scholarship; personnel management; understanding student development; and administrative leadership and support. (JMF)