Since 1997, the Professional and Organizational Development (POD) Network has hosted the Institute for New Educational Developers (INED), a multi-day event intended to help people just entering the field. While each iteration of the INED is enacted in a highly localized and contextualized fashion, each seeks to address the needs of the intended…

This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation…

Distributive leadership, which has been described as a distribution of power within the sociocultural context of universities, provides a valuable model for encouraging scholarship and innovation in learning and teaching. By nurturing, rather than imposing, leadership responsibilities, and relating them to personal, as well as institutional…

In both the United States and Canada, higher education faculty have access to voluntary faculty development activities through continuing professional education departments, but rarely are preparatory programs available for those preparing to become faculty. Faculty development initiatives are only infrequently grounded in adult education…

Purpose: This paper aims to demonstrate how an institutional learning, teaching and assessment (LTA) strategy was developed and a "dynamic" strategy created in order to achieve the ongoing enhancement of the quality of the student learning experience. Developing LTA strategies that foster ongoing engagement and provide inspiration to…

Looking at literacy teaching across classrooms at the urban Mill City Charter School provides an opportunity to explore the importance of coherence within a school. This work was informed by teachers' voices and classroom observations over several months. Findings suggest that when teachers and school leaders share a common theory and vision for…

This article traces efforts toward establishing a guiding framework for community college faculty development as integrated with professional, organizational, and program development. It emphasizes informal learning among professionals and an organizational learning system. (JOW)

Recently adopted standards by the International Association to Advance Collegiate Schools of Business (AACSB) require accredited schools to define a set of specific goals and student-learning outcomes from their mission statements. In addition, AACSB Participant Standard 11 requires a school to design faculty development programs to fulfill the…

Continued rapid change in higher education and in academic librarianship calls for flexibility in offering and managing professional appointments to meet organizational needs and objectives, as well as to provide career options for librarians seeking a professional model suitable to personal needs and objectives. A literature review focused on…

This fifth volume of a six-volume study of a school district code-named "Milford" sketches life histories and careers of the school's original faculty some 15 years after the school was founded. Section I outlines the study's problems and procedures; describes the faculty as a group of true believers initially characterized by humor, inexperience,…

Drawing on an institutional study of university faculty, an expanded institutional perspective designed to support and improve faculty and organizational vitality is proposed. Differentiated proactive policies and practices are recommended for different faculty groups. (Author/MSE)

A study investigated the response of faculty and administrators at four United Kingdom universities to implementation of faculty performance appraisal. Overall, staff felt the appraisal had little tangible benefit. Ambiguity over the objective of performance appraisal, as a management tool or for faculty development purposes, is seen as a concern.…

This annual journal presents the latest thinking and research on important issues of faculty, instructional, and organizational development in postsecondary education. Essays in this issue and their authors are as follows: "Faculty Development and the New American Scholar" (William B. Bondeson); "Improving Higher Education: Issues…

North Carolina Agricultural and Technical State University at Greensboro is described in this case report, one of a series in a study of developing colleges and universities funded in the Advance Program of Title III. Historically a black institution, A & T now provides diverse academic programs to an increasingly diverse student population.…

This collection of papers, the fourth in an annual series, presents views of members of the Professional and Organizational Development Network in Higher Education on faculty, instructional, and institutional development. Papers and authors are as follows: "The Kahuna as Professional and Organizational Development Specialists" (Susanne Whitcomb…