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Greedy Institutions: The Importance of Institutional Context for Teaching in Higher Education

Mary C. Wright, Carla B. Howery, Nandini Assar, Kathleen McKinney, Edward L. Kain, Becky Glass, Laura Kramer and Maxine Atkinson
Teaching Sociology
Vol. 32, No. 2 (Apr., 2004), pp. 144-159
Stable URL: http://www.jstor.org/stable/3211457
Page Count: 16
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Greedy Institutions: The Importance of Institutional Context for Teaching in Higher Education
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Abstract

This article focuses on how the institutional contexts of colleges and universities shape these "greedy institutions." We look at the current social, political, and economic trends affecting all postsecondary institutions, specifically the forces that encourage "greediness." We examine the literature on structural arenas that influence teaching in higher education, including type of institution and departmental level characteristics, considering how the varied structural features of institutions and departments shape the conditions of academic life and demands placed on faculty. We identify the features of the institutional context that can help faculty manage demands on their time and enhance teaching and learning. The article closes with identification of areas for future inquiry and a challenge to sociologists to contribute to an examination of the contextual forces that shape the work lives of faculty and students.

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