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How Do Faculty Experience the University Mission? A Descriptive Case Study of One University's Approach to Its Core Values.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	How Do Faculty Experience the University Mission? A Descriptive Case Study of One University's Approach to Its Core Values./
作者:	Keirn, Colleen Lynette.
面頁冊數:	1 online resource (162 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355592665

How Do Faculty Experience the University Mission? A Descriptive Case Study of One University's Approach to Its Core Values.
Keirn, Colleen Lynette.

How Do Faculty Experience the University Mission? A Descriptive Case Study of One University's Approach to Its Core Values. - 1 online resource (162 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

Includes bibliographical references

This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results indicate that more can be done by universities in the United States to create inclusive campuses and to retain faculty of color. Suggestions for actionable steps are offered. These results are significant because they inform higher education leadership that the work of implementing their mission is never over and that the higher education community must continuously strive to be more inclusive, equitable, and accessible.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355592665Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

How Do Faculty Experience the University Mission? A Descriptive Case Study of One University's Approach to Its Core Values.
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520 $a This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results indicate that more can be done by universities in the United States to create inclusive campuses and to retain faculty of color. Suggestions for actionable steps are offered. These results are significant because they inform higher education leadership that the work of implementing their mission is never over and that the higher education community must continuously strive to be more inclusive, equitable, and accessible.
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