1. In what ways do the developmental and advocacy cultures extend beyond and/or challenge the collegial and managerial cultures?
2. How do the socialization that occurs through undergraduate and graduate programs influence faculty, staff, and administrative perspectives in higher education?
3. Explore an issue in higher education (whether listed or something else) and briefly analyze it from a developmental and/or advocacy cultural perspective. An issue can be increased employment of non-tenure-track faculty and the hiring of more part-time faculty who “cannot obtain the benefits that tenure confers- such as academic freedom and a guarantee of long-term employment” (Gappa et al., 2007). This trend can decrease the quality of education and is exploitation for those non-tenure-track faculty. This concept of tenure and exploitation of part-time faculty is sadly not a major concern in the developmental culture.
Use the following sources below.
Burns, J. (1995). Leadership Studies: A New Partnership between Academic Departments and Student Affairs. NASPA Journal, 32(4), 242-250. https://doi.org/10.1080/00276014.1995.11102071Links to an external site.
Mayhew, M., Grunwald, H., & Dey, E. (2005). Curriculum matters: Creating a favorable climate for diversity from the student perspective. Research In Higher Education, 46(4), 389-412. https://doi.org/10.1007/s11162-005-2967-0Links to an external site.
Bergquist, W. & Pawlak, K. (2008). Engaging the six cultures of the academy (2nd ed). Jossey-Bass.
Pant, J. (2018). Examining faculty socialization through the lens of transformative learning. Electronic Theses and Dissertations.
