Faculty Learning Matters: Organizational Conditions and Contexts that Shape Faculty Learning

被引：9
作者：
O’Meara K.A. [1 ]
Rivera M. [1 ]
Kuvaeva A. [1 ]
Corrigan K. [1 ]
机构：
[1] Faculty in Higher Education, University of Maryland, College Park, MD
来源：
Innovative Higher Education | 2017年 / 42卷 / 4期
基金：
美国国家科学基金会;
关键词：
Faculty development; Faculty scholarly learning; Faculty teaching learning; Institutional support;
D O I：
10.1007/s10755-017-9389-8
中图分类号：
学科分类号：
摘要：
This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported. Similarly, we found that faculty members who reported more learning related to teaching reported a decreased intent to leave the institution and increased career agency. We draw implications for the development of work environments that support scholarly and teaching learning. © 2017, Springer Science+Business Media New York.
引用
收藏
页码：355 / 376
页数：21
相关论文
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