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Teaching Well and Liking It: Motivating Faculty to Teach Effectively
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Any attempt to explain why someone is a good teacher--or is strongly motivated to teach effectively--involves a complex discussion of one of the oldest questions in human history: Why do people do what they do? In Teaching Well and Liking It, a distinguished group of internationally known scholars offers a sophisticated and stimulating look at the issues involved in motivating teachers to teach well in the challenging environment of the modern university.
With college and university administrators worried about how to encourage faculty to devote energy to teaching, and students and their parents concerned that faculty are not dedicated to their teaching responsibilities, and faculty themselves feeling guilty and disappointed at their own failure to find satisfaction in teaching, the time is right for a book that explores the factors that inspire, nurture, and reward good teaching. Motivation, as volume editor James L. Bess points out, is a key factor when it comes to commitment, preparation, sustained effort, and performance in any work.
In fact, the effectiveness of any system of higher education is highly contingent on the quality of the teaching enterprise. What is learned, how much is learned, and progress in the psychosocial maturation of the student learner depend on the willingness of college and university faculty to devote long hours to all aspects of teaching. This collection of essays examines personal motivation to teach--both internal and external--as well as organizational conditions such as job characteristics, leadership, and student diversity, and system-wide conditions such as career phases, public policy, politics, and the vagaries of the academicmarketplace. It addresses the issues both theoretically and practically, drawing on the academic and hands-on experience of authors from many fields, including psychology, higher education, business, public policy, and sociology. (From the Publisher)
Table Of Content:
Introduction
ch. 1 The Meaning of Human Motivation
ch. 2 Wanting to Be a Good Teacher: What Have We Learned to Date?
ch. 3 Beyond Male Theory: A Feminist Perspective on Teaching Motivation
ch. 4 Self-Determined Teaching: Opportunities and Obstacles
ch. 5 Intrinsic Motivation and Effective Teaching: A Flow Analysis
ch. 6 Behavior Modification in a Loosely Coupled System of Higher Education
ch. 7 Expectancy Theory Approaches to Faculty Motivation
ch. 8 Implications of Goal-Setting Theory for Faculty Motivation
ch. 9 Organizational Cultures and Faculty Motivation
ch. 10 Organization Design and Job Characteristics
ch. 11 Technology and Teaching Motivation
ch. 12 Leadership and Faculty Motivation
ch. 13 Student Diversity: Challenge and Potential for Faculty Motivation
ch. 14 Assessment and Evaluation Techniques
ch. 15 The Influence of Faculty Backgrounds on the Motivation to Teach
ch. 16 Career Phases and Their Effect on Faculty Motivation
ch. 17 The Academic Marketplace and the Motivation to Teach
ch. 18 Public Policy and Faculty Motivation
ch. 19 The Politics of Motivation: A Comparative Perspective
ch. 20 Fostering Faculty Motivation to Teach: Approaches to Faculty Development
ch. 21 The Motivation to Teach: Perennial Conundrums
Contributors
Name Index
Subject Index
Any attempt to explain why someone is a good teacher--or is strongly motivated to teach effectively--involves a complex discussion of one of the oldest questions in human history: Why do people do what they do? In Teaching Well and Liking It, a distinguished group of internationally known scholars offers a sophisticated and stimulating look at the issues involved in motivating teachers to teach well in the challenging environment of the modern university.
With college and university administrators worried about how to encourage faculty to devote energy to teaching, and students and their parents concerned that faculty are not dedicated to their teaching responsibilities, and faculty themselves feeling guilty and disappointed at their own failure to find satisfaction in teaching, the time is right for a book that explores the factors that inspire, nurture, and reward good teaching. Motivation, as volume editor James L. Bess points out, is a key factor when it comes to commitment, preparation, sustained effort, and performance in any work.
In fact, the effectiveness of any system of higher education is highly contingent on the quality of the teaching enterprise. What is learned, how much is learned, and progress in the psychosocial maturation of the student learner depend on the willingness of college and university faculty to devote long hours to all aspects of teaching. This collection of essays examines personal motivation to teach--both internal and external--as well as organizational conditions such as job characteristics, leadership, and student diversity, and system-wide conditions such as career phases, public policy, politics, and the vagaries of the academicmarketplace. It addresses the issues both theoretically and practically, drawing on the academic and hands-on experience of authors from many fields, including psychology, higher education, business, public policy, and sociology. (From the Publisher)
Table Of Content:
Introduction
ch. 1 The Meaning of Human Motivation
ch. 2 Wanting to Be a Good Teacher: What Have We Learned to Date?
ch. 3 Beyond Male Theory: A Feminist Perspective on Teaching Motivation
ch. 4 Self-Determined Teaching: Opportunities and Obstacles
ch. 5 Intrinsic Motivation and Effective Teaching: A Flow Analysis
ch. 6 Behavior Modification in a Loosely Coupled System of Higher Education
ch. 7 Expectancy Theory Approaches to Faculty Motivation
ch. 8 Implications of Goal-Setting Theory for Faculty Motivation
ch. 9 Organizational Cultures and Faculty Motivation
ch. 10 Organization Design and Job Characteristics
ch. 11 Technology and Teaching Motivation
ch. 12 Leadership and Faculty Motivation
ch. 13 Student Diversity: Challenge and Potential for Faculty Motivation
ch. 14 Assessment and Evaluation Techniques
ch. 15 The Influence of Faculty Backgrounds on the Motivation to Teach
ch. 16 Career Phases and Their Effect on Faculty Motivation
ch. 17 The Academic Marketplace and the Motivation to Teach
ch. 18 Public Policy and Faculty Motivation
ch. 19 The Politics of Motivation: A Comparative Perspective
ch. 20 Fostering Faculty Motivation to Teach: Approaches to Faculty Development
ch. 21 The Motivation to Teach: Perennial Conundrums
Contributors
Name Index
Subject Index