Formation of Raced Identities in Young Children

Faculty School Models

Faculty School Models Introduction Accreditation is mainly concerned with the improvement of quality services in institutions by pointing out how shared governance works in relation to the institution’s structure and functioning. Endorsement of an academic institute by the Commission of Colleges implies that the institution has an appropriate purpose in regards to higher education, and has services, resources and programs to achieve its mission.Advertising We will write a custom research paper sample on Faculty School Models specifically for you for only $16.05 $11/page Learn More For instance, the continuity of an institution is solely dependent on its team of staff and learning facilitates to offer quality education to a generation after the other. Shared governance fully integrates core values and beliefs with the aim of delivering quality education, improving on the educational environment, and producing highly skilled graduates. The sole purpose of this essay is to id entify, which is the best faculty senate model that best fits the community college, and to determine its applicability in its shared governance structure. Apparently, it emerges that shared governance is more prevalent now than it was 30 years ago. This is contrary to conformist belief that faculty roles in shared governance are declining in recent decades (Birnbaum, 2004). Shared governance has instead been widely credited for its effectiveness in achieving laudable goals. In reference to (Tierney Minor, 2003) at least 82% of masters students agreed that shared governance is important in delivering values and identity in an institution. Besides that, shared governance receives an overwhelming support of about ninety six percent from all the three constituent groups. The best minor faculty senate model must in some degree involve the governance in decision making and especially in academic matters to produce significantly praiseworthy results. The best faculty senate model that fi ts the community college is the influential model. It should not only appear convincing, but it should be effective in delivering the set goals and results. Thus, it should not only be a model, but also an effective one such that it will achieve the set target, which had been agreed upon. It should be influential rather than a ceremonial kind of model.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For the community college to achieve an influential senate model, it is necessary to put a lot of effort in this venture. Minor James illustrated that it is very easy for an influential senate model to turn ceremonial even with the best laid intentions. In most cases, the faculty model senates are viewed negatively especially as being obstructing, underperforming and dysfunctional. Senates that are influential, (Minor, 2003) have the following characteristics, they are build on the fou ndations of trust, and have a shared or collaborative relationship with the administrators. For college community to have such kind of faculty senate (Influential) the presidential and administrative authority must not dominate issues, and there should be proper and open communication between faculty and administrators. The college should also have decentralized governance devoid of strong traditions of a leadership characterized with a top-down model. If this is not so, then it might just end up being a ceremonial model. The result would be a discontented faculty. If the faculty does not have the above mentioned elements, then it does not have an influential kind of faculty senate model. The best faculty model in this case, the influential model should be in position to meet more than the obvious needs of the college. Burgan points out that it should be in a place to provide great opportunities for the college stability even in the most volatile situations, provide a room for socia lization, discussion, professional screening, if it dos not produce such listed results, then the institution cannot claim to have an influential kind of faculty senate. A ceremonial model might meet the needs of some of faculty members, but what the community college must work hard to ensure are the needs of almost everyone at the college. In addition, the needs of the institution itself also ought to be met. Truly, what can best achieve this is the influential senate model. The influential model is able to ascertain the reputation and prestige of a college. When the senate is effective, it demonstrates features of an elitist institution and demonstrates willingness to achieve academic excellence and professional standards (Tierney William, 2004). The senate model in question must be in position to contribute to the institution’s academic mission besides meeting its aspirations.Advertising We will write a custom research paper sample on Faculty School Models specific ally for you for only $16.05 $11/page Learn More Therefore, community college should draw a strategy depending on how it might raise its standards in the community, and work towards establishing an influential type of faculty senate. If the senate model is an influential force to reckon with in the college, then this indicates that the college has this type of faculty senate. Conclusion Community colleges and other academic institutions should acknowledge that one single faculty model is not effective; rather the academic institutions should seek to work with multiple models to achieve the set goals for their institution. It is possible to work with multiple models if the institutions remain focused, work with a common agenda, and come to a consensus on the core mission and values. References Birnbaum, R. (2004). The end of shared governance: Looking ahead or looking  back. Journals of New Directions for Higher Education (127). Burgan, M. (2006). What Ever Happen ed to the Faculty? Drift and Decision in Higher  Education. Baltimore, MD: The John Hopkins University Press. Minor, J. James, T. (2003). Assessing the senate: Critical issues considered. American Educational Review journal, (26) 1. 264-272. Tierney, William, G. (2004). Improving academic governance: Utilizing a cultural Order. Baltimore, MD: The John Hopkins University Press.