Rob Roy Kelly_This & That_insights
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Administration

 

 


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Administration

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More academic problems for faculty and students are resolved by doing away with an administrative office than by creating a new one.

If faculty do not know their professional status within the university nor correctly identify their profession, how can they possibly know their responsibilities?

If you do not respect a person, you cannot effectively work with them.

A faculty divided will never achieve its full potential.

Bureaucracy and education are contradictory; education is the catalyst for change; bureaucracy thrives with status quo.

An institution that has negated the traditional checks and balances between administration and faculty is an institution that is in trouble, but probably doesn't know it.

When administration attacks faculty vested interests, loyalty, trust and commitment are destroyed; and faculty morale and educational quality are diminished.

There is nothing wrong with a majority of teachers, but how they are managed is often terribly wrong, and this leads to cynicism and poor teaching.

Education cannot flourish under administrative ignorance and tyranny.

Faculty and administrative values/priorities tend to be opposites; administrators value efficiency while faculty value effectiveness. Rarely if ever is educational effectiveness operationally efficient, nor does an academic operation that is efficient often achieve true effectiveness.

There is a curious perversity affecting American education which can best be described as governing bodies attaching greater importance to the institutional operation than to its mission.

The Ph.D. in Graphic Design sounds more like a marketing ploy than it does a credible program of study.

Students are not asking for a Ph.D. in graphic design; the profession is not asking for a Ph. D. in graphic design, only the administrators are asking for a Ph. D. in graphic design.

At one time, graduate programs required a separate graduate faculty. Today, graduate programs taught entirely with undergraduate faculty are an institutional short-cut at the expense of students seeking an advanced degree.

Individual evaluation of faculty merit serves the institution; group evaluation of faculty merit by educational program improves the quality of education and serves the student.

Administrators and faculty seldom have the same priorities, and it is this dichotomy that is so destructive to the faculty/administrative relationship.

Every educational institution has dual objectives—to survive and to educate. To flourish, the two objectives must be in balance.

The quality of education is determined by administration, faculty and students working in harmony which occurs only when all three share powers and are in balance.

A school must survive in order to educate, however, its only true justification for survival lies in the quality of its education.

Isn't it ironic how some things change with time. The words “administrate, administrative, administration and administrator” are all derivatives of the Latin verb “administro” meaning “to serve.” What was wrong with the original definition?

Administrators today seem to forget that the institutional mission is to educate students. Based on current university practices and policies, it is easy to believe that grants and research are primary with education being secondary.

I wonder how students feel about teachers being evaluated by administration more on what they do outside the classroom rather than what they do in it.

The cheapest ticket and shortest route to educational mediocrity is relying on graduate Teaching Assistants for teachers rather than assigning them to teachers as assistants.

Administrators rarely understand the psychology of space and its relationship to educational quality. The more scattered the faculty offices, the less unified the faculty; the greater the reliance on multi use classroom space; the more disjointed the program and student body.