Joseph Morreale | Pace University (original) (raw)

Papers by Joseph Morreale

85th International Atlantic Economic Conference, Mar 15, 2018

Being a bridge between students' undergraduate curricula and the real world, a capstone course in... more Being a bridge between students' undergraduate curricula and the real world, a capstone course in economics is an effective method to promote the achievement of economic proficiencies. The main focus of the course is a substantial research paper that integrates theoretical and analytical skills, advance data collection and processing, and econometric analysis techniques. The course also hones graduating seniors' professional writing and presentation skills. In this article, we describe how a one-semester, required capstone course in economics is developed, so it serves the purpose of being a transformative learning experience. The data come from 170 students in eight sections of the course taught over the course of six semesters. We used multiple assessment methods for data collection: questionnaires, faculty evaluations of the research project, and formal course evaluations. We make recommendations for design, teaching, and assessment of the capstone course.

About The Authors. Note to Our Readers. Preface. Acknowledgments. Introduction. 1. Accountability... more About The Authors. Note to Our Readers. Preface. Acknowledgments. Introduction. 1. Accountability and Faculty Performance: The Ties That Bind. 2. Putting Post-Tenure Review Into Context and Practice. 3. Faculty and Administrator Views About Post-tenure Review Practices: Qualititative Findings. 4. A Medical School Version of Post-Tenure review. 5. Similarities and Differences Across Institutions: Quantitative Findings. 6. Bridging results to Practice. 7. Is Post-Tenure Review a Lever for Organizational Change? (Estela Mara Bensimon). 8. Pulling It All Together: Considerations for the Future. Appendixes. Appendix A: Research Design, Methodology, and Data Collection. Appendix B: Institutional Profiles of Nine Universities. Appendix C: Interview Protocols and Survey Instrument. Appendix D: Factor Analysis and Structural Equation Modeling.

International Review of Economics Education, Nov 1, 2020

Being a bridge between students' undergraduate curricula and the real world, a capstone course in... more Being a bridge between students' undergraduate curricula and the real world, a capstone course in economics is an effective method to promote the achievement of economic proficiencies. The main focus of the course is a substantial research paper that integrates theoretical and analytical skills, advance data collection and processing, and econometric analysis techniques. The course also hones graduating seniors' professional writing and presentation skills. In this article, we describe how a one-semester, required capstone course in economics is developed, so it serves the purpose of being a transformative learning experience. The data come from 170 students in eight sections of the course taught over the course of six semesters. We used multiple assessment methods for data collection: questionnaires, faculty evaluations of the research project, and formal course evaluations. We make recommendations for design, teaching, and assessment of the capstone course.

PubMed, 1991

In his February 1986 State of the Union Address to Congress, President Ronald Reagan directed his... more In his February 1986 State of the Union Address to Congress, President Ronald Reagan directed his Secretary of Health and Human Services, Otis R. Bowen, to develop proposals to better protect Americans against catastrophic health care expenditures.' In November 1986 Secretary Bowen released a report that addressed three separate needs: (i) catastrophic acute care costs for the Medicare population; (ii) long term care costs for the Medicare population; and (iii) catastrophic costs for the non-Medicare population. 2 The Medicare Catastrophic Coverage Act 3 (MCCA or Act) was the resulting legislation passed by Congress that focused on the first of these three concerns. President Reagan signed this bill into law on July 1, 1988, calling it a program that will "help remove a terrible threat from the lives of elderly and disabled Americans." 4 The Act represented the largest expansion of the federal Medicare program since its inception in 1965. Yet, only sixteen months later, on November 22, 1989, Congress repealed this "landmark" health insurance program for the elderly and disabled.' This article investigates the causes and consequences of this swift and unprecedented health care policy reversal. In particular, the article will focus

Health Services Research, 1975

This research paper analyzes the impact of the recent Great Recession on nonprofit organizations.... more This research paper analyzes the impact of the recent Great Recession on nonprofit organizations. More specifically, it studies the impact of the recession on their ability to raise funds and remain financially viable. The four key research questions discussed are: What has been the overall impact of the Great Recession on nonprofit organizations?; How has the Recession impacted the fundraising capability of nonprofit organizations?; How well have different types of organizations weathered the Great Recession's impact on their revenue sources?; and What strategies have nonprofit organizations found to be useful in surviving this severe downturn? The study uses the most recent data on nonprofit financing from 2007-2010. The results show that nonprofits as a whole have seen general declines in contributions and funding. But there are clear differences in the impact of the eleven sectors studied. Moreover, the size of the organization matters as does its main source of revenue. The paper concludes with a set of strategies that have been successful at stemming the decline in nonprofit funding. The study provides valuable insight into the ability of nonprofit organizations to survive such difficult economic times and also to reveal the various practices that have been successfully utilized for their survival.

Journal of Health Politics Policy and Law, 1978

In November of 1970 a major change in public health policy occurred in Quebec: the movement from ... more In November of 1970 a major change in public health policy occurred in Quebec: the movement from a mixed private-public system to a completely public system of financing health care (known as Medicare). This policy change had important economic effects on the distribution of income, taxation, and health care costs. This paper analyzes these economic effects by focusing on the changes in financial burden of medical care costs between 1969-70 and 1971-72 for eight income classes. The key results that emerge are: the total cost of medical care increases sharply for all of the income groups, and the burden of the cost of medical care becomes more equitable across the income groups. Based on these results, policy considerations for the present debate on national health insurance in the United States are offered. Public discussion of national health insurance in the United States has a history of about 40 years, with serious debate occurring during the past fifteen. The present feeling, especially with the new Democratic leadership in Washington, is that "the time has come" for some type of national Supported by a grant (HS 000469) from the National Center for Health Services Research. Also, there are many people whom the author would like to thank for their assistance. His colleagues, Professors Is Altman and Phil Enterline, were most helpful in some of the technical calculations in this study. Mr. Maurice Crepin, Executive Assistant, and Mr. Dennis Forcier, Director of Administration and Finance, Regi6 De L'Assurance-Maladie Du Quebec, were most helpful in providing the important data on Medicare and in explaining its internal workings. Mr. Marc Boucher, Director of Financial Planning, Department of Social Affairs, was very helpful in obtaining data on general health spending in the Department and in the author's obtaining data on the hospital insurance plan. Mr. Fernand Breton, Assistant Comptroller of Finance, was helpful in obtaining data on provincial health expenditures in the 1%Os, and provincial tax revenues, and also in providing the provincial financial statements.

Routledge eBooks, Jul 7, 2021

International Journal of Teaching and Case Studies, 2013

by Joseph C. Morreale, [was] Provost and Executive Vice President for Academic Affairs, and Chris... more by Joseph C. Morreale, [was] Provost and Executive Vice President for Academic Affairs, and Christine M. Licata, Associate Vice President for Academic Affairs, Rochester Institute of Technology The tenured faculty are the foundation for the academic pursuits and achievements of higher education in general and specific universities or colleges in particular. The fact that one is granted tenure with the freedom to pursue ones intellectual work, mentor younger non-tenured faculty and teach new knowledge to future generations is a major responsibility for these members of the academy. Yet with this privilege and responsibility comes a greater demand for accountability, especially in a world where the development of knowledge is the critical factor in the well being of a society and humankind. In our outcomes-based, performance-driven, result-oriented work environment emerging in the larger society, tenure and its privileges has come under increasing scrutiny. If we are to preserve tenure, we must outwardly demonstrate its worth to society. It was in this atmosphere that the focus on post-tenure review became a national concern and the extensive inquiry resulting in the three-volume series on Post-Tenure Faculty Review and Renewal was launched by the American Association for Higher Education (AAHE). My colleague, Chris Licata, and I have spent the last decade focusing our attention on this important topic and this book is the third of the trilogy. The first volume focused on the experiences of single institutions and state systems in their adoption and use of post-tenure review. Many important insights were gleaned from this work. The second volume focused on how data about post-tenure review are gathered and presented and what influence such presentation has had on policy implementation and understanding. The present and third volume, by focusing on the outcomes and impact of post-tenure review, is then the culmination of this decade long work. Post-Tenure Faculty Review and Renewal III: Outcomes and Impact (Anker Publishing Company, Inc., 2005) represents the only national study to date that uses multiple methods of data collection and analysis to understand how campuses of different size, mission and culture experience the review process and describe its impact. The book provides the most comprehensive report on the outcomes of post-tenure review within senior-level, four year institutions as reported by campus faculty and administrators. The study brings together the findings from nine different institutional case studies, focusing on the effectiveness and outcomes of post-tenure review. The book is essential reading for administrators, faculty, public policy makers and researchers in higher education. Chapters 1 through 5 provide the background methodology and analysis of the nine institutions studied in depth. Chapter 6 offers a guide for practitioners as well as a model of success for the implementation of post-tenure review. The last two chapters address the important issues centering on maintaining faculty vitality and relating post-tenure review to organizational change. We have provided appendices for those who are interested in the more technical material, data analysis and methodology. On a personal level, I have found this work to be exceptionally rewarding. Having been a faculty member for twenty-five years and a senior administrator for the past decade at three universities and one liberal arts college, I have seen the role of the faculty from different vantage points. I have also appreciated the wonderful gift of tenure with its inherent freedom to pursue ones research and create and publish new knowledge as well as teach it to future scholars and practitioners. Being a tenured faculty member is a very rewarding endeavor and carries with it much responsibility to the university or college where it is earned. It also carries important responsibilities of continuous development and improvement. It is for these reasons that this effort on post-tenure review and renewal is essential. The goals is not just accountability but more importantly, it is fostering continuous renewal in dedicated academics who devout a whole life to a career as a professor.

Metropolitan universities, 2004

This paper provides an analysis of the impact of 9111 on a major urban/metropolitan university in... more This paper provides an analysis of the impact of 9111 on a major urban/metropolitan university in the New York City metropolitan region, namely Pace University. The purpose of this paper is fouifold: (1) to examine the impact of a major catastrophic incident on an urban/metropolitan university; (2) to analyze how the university responded to the unforeseen crisis; (3) to relate the lessons learned from this experience for the use of other urban/metropolitan universities; and (4) to explain what is needed by urban/metropolitan universities in emergency management planning. The paper is subdivided into five parts. Section I provides an overview of Pace University and places its experience in the context of catastrophic experiences of other universities. Section II provides a review of Pace's response to the 9/11 disaster. The author explains what the university dealt with, how the relief effort was managed, what management methods were effective or ineffective, and what were the immediate lessons learned. This section also summarizes some survey results of key constituencies to Pace University's response to 9111. Section III offers 10 operating principles learned from the experience. President David A. Caputo provides the main observations. Section IV discusses the plans and policies that have been implemented since 9/11 at Pace with particular focus on four key areas. Section V concludes with the basic principles and best practices necessary for urban/metropolitan universities to be prepared for disaster recovery.

What do chairs think about their post-tenure review practices and do their views match those of f... more What do chairs think about their post-tenure review practices and do their views match those of faculty and deans? Consider the commentary of the following two department chairs: "Post-tenure review is a good chance for us to just be sure that we are all rowing in the same direction." Chairperson from Research 1 Public University "Post-tenure review is a flawed process because there is no intervention or consequences and what needs repairing is not getting repaired." Chairperson from Master's I Public University This range of contrasting views on the usefulness of post-tenure review is probably more typical than one might expect, even when one speaks to chairs on the same campus. A recently completed national study offers interesting insight into how chairs perceive these practices. CURRENT CONTEXT Post-tenure review policies are either on the books or in the process of getting there in public institutions in 37 states. Further, it is estimated that about half of all private institutions have such programs (Licata & Morreale, 2002). Because this is a recent policy mandate, little information is available on how well these evaluation procedures are working. In the first comprehensive study of its kind, the American Association for Higher Education's (AAHE) New Pathways project examined nine institutions with five or more years of post-tenure review implementation experience. The nine institutions included four public/research, four public/comprehensive, and one professional school. Through interviews, focus groups, and surveys, groups of faculty, department chairs, and deans on each campus offered perspectives and opinions regarding the purpose, effectiveness, benefits, value, and problems associated with such policies. This article discusses results from a survey that was sent to every tenured faculty member on each of the nine campuses. Approximately 1,611 responses were received, representing an overall response rate of 35%. This is considered a fairly strong response rate Christine M. Licata and Joseph C. Morreale. "How Do Chairs View Their Post-Tenure Review Policies and Practices?" The Department Chair 12(4) (spring 2002): 1+. Reprinted with permission from Anker Publishing, Inc. for survey research which does not use random sampling techniques. Of these responses, 208 (13%) were from chairs and 253 (15%) were from deans. Preliminary analysis reveals some surprising and notso-surprising results. Findings and recommendations from the complete study will be published in January 2003 by the American Association for Higher Education. While chairs have always played a pivotal role in carrying out evaluation and development goals, post-tenure review extends and expands these responsibilities, particularly for addressing performance, productivity, and vitality issues. Many academic leaders admit that "taking faculty evaluation seriously and performing this responsibility well is not an easy assignment by any means, especially because most chairs are not selected or elected because of their evaluation expertise" (Licata, 2000, p. 108). Some in the field characterize this expanded role as one of a "professional guide, career advisor, judge and diplomat" and assert that "for some chairs, these roles can be new and uncomfortable" (Barr, Lees, & Brown, 2000, p. 10). Our analysis of survey responses across the nine institutions suggests that department chairs often are unclear about the actions they are empowered to take in the post-tenure review process and/or are frustrated by the lack of a supportive developmental culture on their campus. Also of import is the fact that department chairs have significantly different opinions than faculty about certain aspects of their institutional practice; they sometimes disagree with the viewpoints of the deans. However, in general, chairs and deans tend to be more positive than faculty about the real or potential value of having a post-tenure review process in place.

The ‘third sector’ in the United States is unique, including numerous types of organizations rang... more The ‘third sector’ in the United States is unique, including numerous types of organizations ranging from social enterprises, charities, and nonprofits. The history and evolution of the term social entrepreneurship has of course influence the types of enterprises included under this umbrella. In this chapter, we explore the role of social entrepreneurship in the U.S., its related impacts, both social and economic, and gauge its role in U.S. society and as a job creator. Finally, we examine the resiliency associated with the nonprofit sector and its hybrid organizations with close focus on their performance during the Great Recession, a period of time that saw growth in these organizations whilst the for-profit sector suffered

Routledge eBooks, Jul 7, 2021

Policy Studies Journal, Nov 1, 1980

85th International Atlantic Economic Conference, Mar 15, 2018

Being a bridge between students' undergraduate curricula and the real world, a capstone course in... more Being a bridge between students' undergraduate curricula and the real world, a capstone course in economics is an effective method to promote the achievement of economic proficiencies. The main focus of the course is a substantial research paper that integrates theoretical and analytical skills, advance data collection and processing, and econometric analysis techniques. The course also hones graduating seniors' professional writing and presentation skills. In this article, we describe how a one-semester, required capstone course in economics is developed, so it serves the purpose of being a transformative learning experience. The data come from 170 students in eight sections of the course taught over the course of six semesters. We used multiple assessment methods for data collection: questionnaires, faculty evaluations of the research project, and formal course evaluations. We make recommendations for design, teaching, and assessment of the capstone course.

About The Authors. Note to Our Readers. Preface. Acknowledgments. Introduction. 1. Accountability... more About The Authors. Note to Our Readers. Preface. Acknowledgments. Introduction. 1. Accountability and Faculty Performance: The Ties That Bind. 2. Putting Post-Tenure Review Into Context and Practice. 3. Faculty and Administrator Views About Post-tenure Review Practices: Qualititative Findings. 4. A Medical School Version of Post-Tenure review. 5. Similarities and Differences Across Institutions: Quantitative Findings. 6. Bridging results to Practice. 7. Is Post-Tenure Review a Lever for Organizational Change? (Estela Mara Bensimon). 8. Pulling It All Together: Considerations for the Future. Appendixes. Appendix A: Research Design, Methodology, and Data Collection. Appendix B: Institutional Profiles of Nine Universities. Appendix C: Interview Protocols and Survey Instrument. Appendix D: Factor Analysis and Structural Equation Modeling.

International Review of Economics Education, Nov 1, 2020

Being a bridge between students' undergraduate curricula and the real world, a capstone course in... more Being a bridge between students' undergraduate curricula and the real world, a capstone course in economics is an effective method to promote the achievement of economic proficiencies. The main focus of the course is a substantial research paper that integrates theoretical and analytical skills, advance data collection and processing, and econometric analysis techniques. The course also hones graduating seniors' professional writing and presentation skills. In this article, we describe how a one-semester, required capstone course in economics is developed, so it serves the purpose of being a transformative learning experience. The data come from 170 students in eight sections of the course taught over the course of six semesters. We used multiple assessment methods for data collection: questionnaires, faculty evaluations of the research project, and formal course evaluations. We make recommendations for design, teaching, and assessment of the capstone course.

PubMed, 1991

In his February 1986 State of the Union Address to Congress, President Ronald Reagan directed his... more In his February 1986 State of the Union Address to Congress, President Ronald Reagan directed his Secretary of Health and Human Services, Otis R. Bowen, to develop proposals to better protect Americans against catastrophic health care expenditures.' In November 1986 Secretary Bowen released a report that addressed three separate needs: (i) catastrophic acute care costs for the Medicare population; (ii) long term care costs for the Medicare population; and (iii) catastrophic costs for the non-Medicare population. 2 The Medicare Catastrophic Coverage Act 3 (MCCA or Act) was the resulting legislation passed by Congress that focused on the first of these three concerns. President Reagan signed this bill into law on July 1, 1988, calling it a program that will "help remove a terrible threat from the lives of elderly and disabled Americans." 4 The Act represented the largest expansion of the federal Medicare program since its inception in 1965. Yet, only sixteen months later, on November 22, 1989, Congress repealed this "landmark" health insurance program for the elderly and disabled.' This article investigates the causes and consequences of this swift and unprecedented health care policy reversal. In particular, the article will focus

Health Services Research, 1975

This research paper analyzes the impact of the recent Great Recession on nonprofit organizations.... more This research paper analyzes the impact of the recent Great Recession on nonprofit organizations. More specifically, it studies the impact of the recession on their ability to raise funds and remain financially viable. The four key research questions discussed are: What has been the overall impact of the Great Recession on nonprofit organizations?; How has the Recession impacted the fundraising capability of nonprofit organizations?; How well have different types of organizations weathered the Great Recession's impact on their revenue sources?; and What strategies have nonprofit organizations found to be useful in surviving this severe downturn? The study uses the most recent data on nonprofit financing from 2007-2010. The results show that nonprofits as a whole have seen general declines in contributions and funding. But there are clear differences in the impact of the eleven sectors studied. Moreover, the size of the organization matters as does its main source of revenue. The paper concludes with a set of strategies that have been successful at stemming the decline in nonprofit funding. The study provides valuable insight into the ability of nonprofit organizations to survive such difficult economic times and also to reveal the various practices that have been successfully utilized for their survival.

Journal of Health Politics Policy and Law, 1978

In November of 1970 a major change in public health policy occurred in Quebec: the movement from ... more In November of 1970 a major change in public health policy occurred in Quebec: the movement from a mixed private-public system to a completely public system of financing health care (known as Medicare). This policy change had important economic effects on the distribution of income, taxation, and health care costs. This paper analyzes these economic effects by focusing on the changes in financial burden of medical care costs between 1969-70 and 1971-72 for eight income classes. The key results that emerge are: the total cost of medical care increases sharply for all of the income groups, and the burden of the cost of medical care becomes more equitable across the income groups. Based on these results, policy considerations for the present debate on national health insurance in the United States are offered. Public discussion of national health insurance in the United States has a history of about 40 years, with serious debate occurring during the past fifteen. The present feeling, especially with the new Democratic leadership in Washington, is that "the time has come" for some type of national Supported by a grant (HS 000469) from the National Center for Health Services Research. Also, there are many people whom the author would like to thank for their assistance. His colleagues, Professors Is Altman and Phil Enterline, were most helpful in some of the technical calculations in this study. Mr. Maurice Crepin, Executive Assistant, and Mr. Dennis Forcier, Director of Administration and Finance, Regi6 De L'Assurance-Maladie Du Quebec, were most helpful in providing the important data on Medicare and in explaining its internal workings. Mr. Marc Boucher, Director of Financial Planning, Department of Social Affairs, was very helpful in obtaining data on general health spending in the Department and in the author's obtaining data on the hospital insurance plan. Mr. Fernand Breton, Assistant Comptroller of Finance, was helpful in obtaining data on provincial health expenditures in the 1%Os, and provincial tax revenues, and also in providing the provincial financial statements.

Routledge eBooks, Jul 7, 2021

International Journal of Teaching and Case Studies, 2013

by Joseph C. Morreale, [was] Provost and Executive Vice President for Academic Affairs, and Chris... more by Joseph C. Morreale, [was] Provost and Executive Vice President for Academic Affairs, and Christine M. Licata, Associate Vice President for Academic Affairs, Rochester Institute of Technology The tenured faculty are the foundation for the academic pursuits and achievements of higher education in general and specific universities or colleges in particular. The fact that one is granted tenure with the freedom to pursue ones intellectual work, mentor younger non-tenured faculty and teach new knowledge to future generations is a major responsibility for these members of the academy. Yet with this privilege and responsibility comes a greater demand for accountability, especially in a world where the development of knowledge is the critical factor in the well being of a society and humankind. In our outcomes-based, performance-driven, result-oriented work environment emerging in the larger society, tenure and its privileges has come under increasing scrutiny. If we are to preserve tenure, we must outwardly demonstrate its worth to society. It was in this atmosphere that the focus on post-tenure review became a national concern and the extensive inquiry resulting in the three-volume series on Post-Tenure Faculty Review and Renewal was launched by the American Association for Higher Education (AAHE). My colleague, Chris Licata, and I have spent the last decade focusing our attention on this important topic and this book is the third of the trilogy. The first volume focused on the experiences of single institutions and state systems in their adoption and use of post-tenure review. Many important insights were gleaned from this work. The second volume focused on how data about post-tenure review are gathered and presented and what influence such presentation has had on policy implementation and understanding. The present and third volume, by focusing on the outcomes and impact of post-tenure review, is then the culmination of this decade long work. Post-Tenure Faculty Review and Renewal III: Outcomes and Impact (Anker Publishing Company, Inc., 2005) represents the only national study to date that uses multiple methods of data collection and analysis to understand how campuses of different size, mission and culture experience the review process and describe its impact. The book provides the most comprehensive report on the outcomes of post-tenure review within senior-level, four year institutions as reported by campus faculty and administrators. The study brings together the findings from nine different institutional case studies, focusing on the effectiveness and outcomes of post-tenure review. The book is essential reading for administrators, faculty, public policy makers and researchers in higher education. Chapters 1 through 5 provide the background methodology and analysis of the nine institutions studied in depth. Chapter 6 offers a guide for practitioners as well as a model of success for the implementation of post-tenure review. The last two chapters address the important issues centering on maintaining faculty vitality and relating post-tenure review to organizational change. We have provided appendices for those who are interested in the more technical material, data analysis and methodology. On a personal level, I have found this work to be exceptionally rewarding. Having been a faculty member for twenty-five years and a senior administrator for the past decade at three universities and one liberal arts college, I have seen the role of the faculty from different vantage points. I have also appreciated the wonderful gift of tenure with its inherent freedom to pursue ones research and create and publish new knowledge as well as teach it to future scholars and practitioners. Being a tenured faculty member is a very rewarding endeavor and carries with it much responsibility to the university or college where it is earned. It also carries important responsibilities of continuous development and improvement. It is for these reasons that this effort on post-tenure review and renewal is essential. The goals is not just accountability but more importantly, it is fostering continuous renewal in dedicated academics who devout a whole life to a career as a professor.

Metropolitan universities, 2004

This paper provides an analysis of the impact of 9111 on a major urban/metropolitan university in... more This paper provides an analysis of the impact of 9111 on a major urban/metropolitan university in the New York City metropolitan region, namely Pace University. The purpose of this paper is fouifold: (1) to examine the impact of a major catastrophic incident on an urban/metropolitan university; (2) to analyze how the university responded to the unforeseen crisis; (3) to relate the lessons learned from this experience for the use of other urban/metropolitan universities; and (4) to explain what is needed by urban/metropolitan universities in emergency management planning. The paper is subdivided into five parts. Section I provides an overview of Pace University and places its experience in the context of catastrophic experiences of other universities. Section II provides a review of Pace's response to the 9/11 disaster. The author explains what the university dealt with, how the relief effort was managed, what management methods were effective or ineffective, and what were the immediate lessons learned. This section also summarizes some survey results of key constituencies to Pace University's response to 9111. Section III offers 10 operating principles learned from the experience. President David A. Caputo provides the main observations. Section IV discusses the plans and policies that have been implemented since 9/11 at Pace with particular focus on four key areas. Section V concludes with the basic principles and best practices necessary for urban/metropolitan universities to be prepared for disaster recovery.

What do chairs think about their post-tenure review practices and do their views match those of f... more What do chairs think about their post-tenure review practices and do their views match those of faculty and deans? Consider the commentary of the following two department chairs: "Post-tenure review is a good chance for us to just be sure that we are all rowing in the same direction." Chairperson from Research 1 Public University "Post-tenure review is a flawed process because there is no intervention or consequences and what needs repairing is not getting repaired." Chairperson from Master's I Public University This range of contrasting views on the usefulness of post-tenure review is probably more typical than one might expect, even when one speaks to chairs on the same campus. A recently completed national study offers interesting insight into how chairs perceive these practices. CURRENT CONTEXT Post-tenure review policies are either on the books or in the process of getting there in public institutions in 37 states. Further, it is estimated that about half of all private institutions have such programs (Licata & Morreale, 2002). Because this is a recent policy mandate, little information is available on how well these evaluation procedures are working. In the first comprehensive study of its kind, the American Association for Higher Education's (AAHE) New Pathways project examined nine institutions with five or more years of post-tenure review implementation experience. The nine institutions included four public/research, four public/comprehensive, and one professional school. Through interviews, focus groups, and surveys, groups of faculty, department chairs, and deans on each campus offered perspectives and opinions regarding the purpose, effectiveness, benefits, value, and problems associated with such policies. This article discusses results from a survey that was sent to every tenured faculty member on each of the nine campuses. Approximately 1,611 responses were received, representing an overall response rate of 35%. This is considered a fairly strong response rate Christine M. Licata and Joseph C. Morreale. "How Do Chairs View Their Post-Tenure Review Policies and Practices?" The Department Chair 12(4) (spring 2002): 1+. Reprinted with permission from Anker Publishing, Inc. for survey research which does not use random sampling techniques. Of these responses, 208 (13%) were from chairs and 253 (15%) were from deans. Preliminary analysis reveals some surprising and notso-surprising results. Findings and recommendations from the complete study will be published in January 2003 by the American Association for Higher Education. While chairs have always played a pivotal role in carrying out evaluation and development goals, post-tenure review extends and expands these responsibilities, particularly for addressing performance, productivity, and vitality issues. Many academic leaders admit that "taking faculty evaluation seriously and performing this responsibility well is not an easy assignment by any means, especially because most chairs are not selected or elected because of their evaluation expertise" (Licata, 2000, p. 108). Some in the field characterize this expanded role as one of a "professional guide, career advisor, judge and diplomat" and assert that "for some chairs, these roles can be new and uncomfortable" (Barr, Lees, & Brown, 2000, p. 10). Our analysis of survey responses across the nine institutions suggests that department chairs often are unclear about the actions they are empowered to take in the post-tenure review process and/or are frustrated by the lack of a supportive developmental culture on their campus. Also of import is the fact that department chairs have significantly different opinions than faculty about certain aspects of their institutional practice; they sometimes disagree with the viewpoints of the deans. However, in general, chairs and deans tend to be more positive than faculty about the real or potential value of having a post-tenure review process in place.

The ‘third sector’ in the United States is unique, including numerous types of organizations rang... more The ‘third sector’ in the United States is unique, including numerous types of organizations ranging from social enterprises, charities, and nonprofits. The history and evolution of the term social entrepreneurship has of course influence the types of enterprises included under this umbrella. In this chapter, we explore the role of social entrepreneurship in the U.S., its related impacts, both social and economic, and gauge its role in U.S. society and as a job creator. Finally, we examine the resiliency associated with the nonprofit sector and its hybrid organizations with close focus on their performance during the Great Recession, a period of time that saw growth in these organizations whilst the for-profit sector suffered

Routledge eBooks, Jul 7, 2021

Policy Studies Journal, Nov 1, 1980