John C. Smart

The scholarship of teaching and learning in higher education : an evidence-based perspective

Philip C. Abrami et al: The Dimensionality of Student Ratings of Instruction: What We Know and What We Do Not,- Commentary: Philip C. Abrami et al: The Dimensionality of Student Ratings of Instruction: An Update on What We Know, Do not Know, and Need to Do.- Martin Covington: A Motivational Analysis of Academic Life in College.- Commentary: Update on Educational Policy, Practice, and Research from a Self-worth Perspective.- Kenneth A. Feldman: Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings.- Commentary: Michael Theall and Kenneth A. Feldman: Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings.- Bill McKeachie: Good Teaching Makes a Difference - And We Know What It Is.- Harry Murray: Low Inference Teaching Behaviors and College Teaching Effectiveness: Recent Developments and Controversies.- Commentary: Research on Low Inference Teaching Behaviors: An Update.- Raymond P. Perry et al: Perceived (Academic) Control and Scholastic Attainment in College Students.- Paul Pintrich and Akane: Student Motivation and Self-Regulated Learning in the College Classroom.Ann E. Austin et al: Understanding New Faculty: Background, Aspirations, Challenges, and Growth.,- Elisha Babad: Teachers nonverbal behavior and its effects on students.- Michele Marincovich: Teaching and Learning in a Research-Intensive University.- Herbert Marsh: Students evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness.- Reinhard Pekrun: Self-Regulation and Academic Emotions in Scholastic Development.- Eugene Rice: From Athens and Berlin to LA: Faculty Scholarship in a Changing Academy.- Paul Umbach: Faculty cultures and college teaching.-Akane Zusho: Contextual Determinants of Motivation and Help Seeking in the College Classroom.

Organizational Culture and Effectiveness in Higher Education: A Test of the “Culture Type” and “Strong Culture” Hypotheses

Two of the more promising lines of inquiry in efforts to understand the hypothesized linkage between organizational culture and effectiveness have focused on the differential effectiveness of organizations depending on their dominant culture type and their culture strength. The primary purpose of this study was to determine whether these two lines of inquiry operate in an independent or conditional manner in explaining the hypothesized linkage between organizational culture and the performance of a sample of four-year colleges and universities. The findings provide support for both lines of inquiry, albeit not entirely in a manner suggested by their respective proponents. For example, while culture type has a decidedly stronger independent effect on institutional performance than culture strength, the differences are clearly more pronounced on campuses with “strong” rather than “weak” cultures. The implications of these findings for research on and efforts to improve the performance of colleges and universities are discussed.

INFLUENCES OF INSTITUTIONAL EXPENDITURE PATTERNS ON THE DEVELOPMENT OF STUDENTS' LEADERSHIP COMPETENCIES

The central purpose of this study was to examine the relationship between the expenditure patterns of over 300 colleges and universities and changes in students perceptions of their leadership abilities over a 4-year period. Our findings, unlike those of most earlier studies, suggest that institutional expenditure patterns do have a statistically significant, albeit modest, influence on the growth of students leadership abilities. These atypical findings, in the context of prior studies, may be due to conceptual and methodological attributes of this study that sought to alleviate the deficiencies in previous research noted by Wenglinsky, namely, the use of path analytic procedures to examine the indirect and direct effects of institutional expenditure patterns and distinguishing among different types of expenditure categories. The implications of these findings for those who study the effects of college on students and those responsible for promoting student learning are discussed.

Organizational Effectiveness of 2-Year Colleges: The Centrality of Cultural and Leadership Complexity

The central purpose of this study was to examine the extent to which community college faculty and administrators perceptions of the organizational effectiveness of their institutions was related to their perceptions of the cognitive and behavioral complexity of the organizational cultures and the leadership roles performed by senior campus officials of their institutions. The findings show a strong relationship between perceptions of the organizational effectiveness of the institutions and the level of complexity in their campus cultures and the leadership behaviors of senior campus officials. These findings are discussed in terms of their implications for future research on the organizational effectiveness of colleges and universities and policy and practice initiatives that have the potential to improve the performance of these institutions.

Enhancing organizational effectiveness: The importance of culture type and mission agreement

The purpose of this study is to examine the independent and conditional effects of organizational culture type and level of mission agreement on the organizational effectiveness of four-year colleges and universities. While significant differences are found for both culture type and mission agreement, there are important conditional effects on two of the effectiveness measures. The implications of these findings for efforts to enhance the effectiveness of colleges and universities are discussed.

Pedagogical Approaches Used by Faculty in Holland's Model Environments: The Role of Environmental Consistency.

This study examines the extent to which faculty members in the disparate academic environments of Hollands theory devote different amounts of time in their classes to alternative pedagogical approaches and whether such differences are comparable for those in “consistent” and “inconsistent” environments. The findings show wide variations in the use of alternative pedagogical approaches among faculty members in four of the academic environments of Hollands theory based on the level of consistency or inconsistency in the environmental profiles of these environments. The implications of these findings for future research using Hollands theory to understand longitudinal patterns of change and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical implications of these findings for careers counselors and other college and university leaders.

Introduction to the Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

This Introduction provides an overview of the book in terms of an historical framework underpinning the content of the book, the relevance of the content to stakeholders, and the structure of the chapters