State Policies to Improve Undergraduate Teaching Administrator and Faculty Responses

• Published in: The Journal of higher education (Columbus) Vol. 73; no. 1; pp. 3 - 25
• Main Author: Colbeck, Carol L.
• Format: Journal Article
• Language: English
• Published: Columbus Taylor & Francis 01-01-2002; Ohio State University Press; Taylor & Francis Ltd
• Subjects: Attitudes; Beliefs, opinions and attitudes; College administration; College Faculty; College Instruction; College teachers; Comparative Analysis; Educational administration; Educational Practices; Educational research; Faculty Promotion; Faculty Workload; Funding; Higher Education; Incentives; Instructional Improvement; Laws, regulations and rules; Management; Ohio State University; Policy Analysis; Productivity; Public Colleges; Reforms; Remedial Instruction; Research Universities; State Action; State Policy; State universities; Teacher Attitudes; Teachers; Teaching; Teaching Methods; Tennessee Technological University; Undergraduate Study; Universities; Universities and colleges; University administration; University of Tennessee Knoxville; Workloads; Youngstown State University OH; Tennessee; Ohio; Florida; United States > US; Maryland
• ISSN: 0022-1546; 1538-4640
• DOI: 10.1080/00221546.2002.11777128

This study analyzed implementation of mandate and inducement policies to improve undergraduate instruction. Ohio legislation mandated that faculty increase teaching time by ten percent. Tennessee's performance funding initiative provided incentives to institutions meeting state standards. Faculty and administrator responses to these policies were compared at a research and a comprehensive university in each state.