Related Experiment Videos
Faculty work load formulas in nursing education: a critical theory perspective
1West Georgia College, Carrolton 30118.
Summary
Faculty workload formulas face challenges regarding fairness and equity. Critical social theory and feminist approaches offer alternative methods for developing more autonomous and communicative faculty workload systems.
Area of Science:
- Higher Education Studies
- Sociology of Professions
- Feminist Theory
Background:
- Faculty workload formulas are prevalent in higher education institutions.
- These formulas often embed constraints and contradictions, leading to inequities.
- Critical social theory provides a lens to analyze the historical and ideological underpinnings of these formulas.
Purpose of the Study:
- To enhance faculty understanding of inherent limitations within workload formulas.
- To critically examine the assumptions of objectivity and measurability in faculty evaluation.
- To explore alternative frameworks for establishing equitable faculty responsibilities.
Main Methods:
- Analysis of faculty workload formulas through the framework of critical social theory.
- Examination of historical development and current usage of workload formulas.
- Application of the feminist PEACE (praxis, empowerment, awareness, consensus, and evolvement) process.
Main Results:
- Faculty workload formulas often perpetuate dominance and authority, challenging notions of justice and equity.
- Beliefs in the objective measurement of faculty worth are questioned.
- Existing institutional norms may not align with equitable practices in nursing education.
Conclusions:
- Workload formulas require critical re-evaluation to address inherent tensions and inequities.
- Alternative methods, guided by feminist principles, can foster autonomy and improve communication.
- Awareness, reflection, and action are crucial for transforming faculty workload systems.