You are not currently logged in.
Access JSTOR through your library or other institution:
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
Vol. 32, No. 2 (Apr., 2004), pp. 144-159
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/3211457
Page Count: 16
You can always find the topics here!Topics: College instruction, Higher education, Teaching, Learning, Educational research, Universities, Colleges, Research universities, Academic learning, College students
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
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.
Teaching Sociology © 2004 American Sociological Association