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DOCUMENT RESUME
ED 270 037 HE 019 351
AUTHOR Ravine, George; Pedras, Melvin J.TITLE Higher Education Faculty as Role Models: A Perceptual
Comparison between Students and Educators withImplications for the Improvement of Teaching andEducational Management.
PUB DATE Jun 86NOTE 22p.; Paper presented at the International Seminar on
Staff, rogram, and Organizational Development(Witzenhausen, West Germany, June 24-29, 1986).
PUB TYPE Reports - Research/Technical (143)Speeches /Conference Papers (150) Tests/EvaluationInstruments (160)
EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *College Faculty; Faculty Development; Higher
Educatior; *Interpersonal Relationship; *Mentors;Questionnaires; *Role Models; Scholarship; StudentAttitudes; Teacher Attitudes; Teacher Influence;*Teacher Role; *Teacher Student Relationship
ABSTRACTA study was undertaken to determine whether
professors as role models are part of the collegiate experience ofthe majority of stud.tnts and what specific role 'yodels the facultyconvey. Implications of findings for the improvement of teaching andmanagement in higher education were also Lssessed. Students andfaculty from the College of Education at the University of Nevada andthe University of Idaho 'ere studied. Student and facultyquestionnaires were advinistored to undergraduate and graduatestudents and junior and senior professors. Four major role modelswere identified: academic, mentor, citizen, and friend. The academicmodel represented the academician and scholarly person, while thementor was represented by a professor who was personally interestedin students, could individualize programs and learning, and providean exemplary personal model. The citizen modal was someone whobelieved in community interaction and represented the academicprofession outside the campus. Finally, the friend was seen as a warmand friendly professor who could casually ta:ik with students andrelate to them in an informal manner. Since both students and facultyagreed that the roles of professional educator and mentor were mostimportant, staff development activities and other approaches toenhance these types of faculty involvement were recommended. Studentand faculty questionnaires are appended. (SW)
******************************************************************w****Reproductions supplied by EDRS are the best that can be made
from the original document.***********************************************************************
HI,JHER EDUCATION FACULTY AS ROLE MODELS:
A PERCEPTUAL COMPARISON BETWEEN STUDENTS AND EDUCTORS WITH
IMPLICATIONS FOR THE IMPROVEMENT OF TEACHING
AND EDUCATIONAL MANAGEMENT
by
George Kavtna, Ed.D.
Universtte of Nevada
&
Melvin 3. Fedras, Ed.D.
University of Idaho
It is weil known in academe that college and university
faculty play a crucial role in providing role models for
students. In a broader sense Keating k1984) writes that the
whole educational environment is permeated by the
relattonship of the students with their teacher. The
meanings communicated in this relationship are often
unspoken. It therefore seems plausible that in some
incttances neither student nor profes=or are aware of which
role model is being cont.eed.
Recent research =haws that students personal growth is
fostered when thee come into contact with faculte who are
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Interested in them and encourage the'- professional
development through contact in an academic setting (Erkut
and Mokros, 1984; Levinson, 1Q78; Rowe, 1973). Research has
also demonstrated that the rolE model, especially that of a
mentor, can have a valuable, positive effect on a person's
career (Phillips-Jones, 1982; Mitsirian, 1982). Mentoring
is a way of individualizing a student's education by
allowing or encouraging the student to connect with a
college staff member who is experienced in a particular
field or set of skills.
Perhaps the most important aspect of the role model in
an academic setting is that people emulate models who are
perceived to be similar tc themselves (Erkut and Mokros,
1Q84). It is assumed that by demonstrating specific
characteristics in a professional setting or role, college
professors encourage .-tudents to emulate what they observe
and internalize this into their own behavior. If college
faculty demonstrate a strong commitment to gooC teaching and
the improvement thereof, aspiring teachers most likely will
also. If a strong belief in community service is conveyed
this too may Impress upon the student a commitment to
service to the community and thus_ the professional role of
college professor combined with active citizen. 1-)ddressing
this issue MaleY .1985, p.7. s=tates that. "as teachers and
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educators, there is a great need for each of us to play a
much more dynam.c and effective role in political and
community affairs." Finally, the role of mentor may be
conveyed by college faculty as they seek not only to teach
but also to guide, counsel, empathize, encourage or lead.
If, as research suggests, that prof.essors as role
models are part of the collegiate experience of the majority
of students what specific role models do they in fact
convey? Also, what are the faculty and student perceptions
regarding these role models and what are the implications
for the improvement of teaching and management in higher
education? These are the questions which this study
addressed.
'Study Design
The study involved a representative sample of student
majors in education on the campuses of the University of
Nevada, Las Yegas and the University of Idaho, HOECOw. and
all faculty on both campuses in the respective Colleges of
Education. A total of 140 students were queried with a 1001.
response and 79 +acultv with a 72% response. Data was
tabulated and percentages computed for each questionnaire
item. Two questIonn:41res were de=igned based on the
concepts fir numerous researches from (Bandura, 19b9;
Knowles, 1973; and Lortie, 1975). A sample of the student
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questionnaire, -faculty que_tionnaire, tabulated response:
and student/faculty descriptions of role model.: can be found
in the appendix.
Discussion
The results of this study indicated that -faculty and
student=_ overwelmingly agreed that college professors must
display a high interest in students and should model
expected behaviors of a professional, especiall, a
professional educator. Inherent in this was strong
agreement among students that professors should provide mar:
for students to learn and show them how to take
responsibility for their own learning. In term: of the
learning process, ii: "as strongly felt by student: that
professors should pr.:vide learning tasks at various levels
of complexity and structure presumably to account for
individual student di-fferences in learning. Students
strongly agreed that higher education faculty should respect
them by listening and being open to their ideas, that the,
should convex learning by example, be able to relate life=
eperiences, convey a love for learning, and provide for
learning tasks that challenge student= by virtue of various
levP1E o-fromple-it? and sl:ructure.
Faculty felt that it ma: important for them to share a
basic trust with students, :hare opinions and ideas RE "ell
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as listen and respect student opinion. Professors also felt
that they should provide students with a multitude of
opportunities for the development of intellectual
competence, communication skills and interpersonal skills.
Students and facul tv grappled with issues that 'jr,ee not
directly classified as academic but were considered
important to the learning process. Among these were the
college professors role as a mentor, advisor and friend.
Faculty felt that aE mentors-advisors it was important
for them to individualize student development unencl.:mbered
by age or timing requirements. They also strongly aoreed
that it was their role to facilitate developmental growth
supporting and challenging tre students. Students felt that
the role of the faculty mentor 1,EIE to help them become
actively involved in the planniho and implementation cif the
learning experience. TheY al stronglY agreed that a
mentor should convey learning b. example and that it would
be an asset ,f the personalities of the men'.or and student
were compatible.
Faculty and students disagreed on the issue of oval
setting. Faculty strongly felt thDt a mentor should
structure CIORIE for student learniho while students
indicated frustration with to man/ Linals.
Faculf- member=, !n oenPr?1, 'creed with EtudentE on
the 1E2ue Of friendship and out of as e,periences.
Facult. ?nd =tudPnts felt that It fla. =omel!Jhat unimportant
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for them to interact 'nth each other in a social setting but
d.d agree that the structuring of out-of-class e-,periences
were important.
The data discussed above together with the specific
role models as reported by both faculty and students
provides the categories listed below. Other categories
could also be listed but the data showed these to be the
most Important.
SOLE MODELS
The study results indicated that both faculty and
students stronoly agreed upon several role models that
should be conveyed by higher aducation faculty. The most
frequently mentioned model b. both groups was that of a
professional, especially that of a professional educator
which we will call the ACADEMIC. According to both groups,
the qualities this person should mode l to students were a
caring and capable con..eYor of scholarship, acti,.e
professional involvement, one who can generate e,citement
for and lo.,e of le;rning, a pursuer ,.7f knowledge and truth
to be used for the benefit of mankind :And one who can relate
:, quest for continual lifetime learning.
The moael c:.lied MENTOR recurred in the literature
frequentl, and wa= used D= a bases 1:01- man. lueEtions asi.ed
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on the research instrument. This person or professor was
seen by both groups aE a person who was vitally alive in the
profession and could model those extra personal qualities so
important to students Personal growth. The qualities
identified included: an open mind, a high level of tolerance
regarding differing points of view, understanding, rapport,
a kind and caring individual, a good listener, a good
advisor with a strong positive attitude, one who is
interested in students carer goals and helps them fo
achieve them. and an organiz:rd individual who can deliver
quality instruction by relating life experience in an
enthusiastic and energetic way.
The CITIZEN was another model identified by both groups
and was seen by students as a professor who could model the
qualities of a contributing member of our society and
indicative of the profession he or she represents. The
qualities to be displayed would include a modeling of
ex,:ellence and rapport with pecziple, a helpful person willing
to give of his or her time and service outside of the
academic community, a hardworking individual, one who can
convey understanding of broad views regaraing how a
particular field relates to life in general, respect for
other people, a chritian lirestle, and a leader that IE
responsible, honest and sincerely interested in people.
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7
A final model categor Has that of a FRIEND.
Predictably, this model was more important to students than
to faculty possibly because professors understand that undo
familiarity with students and their person lives can lead to
later difficulties and possibly contempt. Professors
identified only two qualities in this area; a warm,
committed and concerned individual ano one who could convey
individval understanding and the encouragement of personal
growth. Students used the word friend several times and
e spec ted professors to model e'emplary behavior that they
could follow. They indicated this person should be a
mature, wiser person, albeit older, and be able to relate in
a personable manner to them. TneY e pected this person to
"practice what they preach" in and out of the classroom.
The setting of a good example and honesty, especially in
giving feedback were identified qualities. Finally, this
person was seen as someone that students felt comfortable
with and could ca=sually talk with in an informal manner.
IMPLICATIONS FOR PRACTICE
It appears from the foregoing data that students and
faculty agree that college professo-s do indeed convey role
models RE they practice their profession. It does riot
follow, however, that students and faculty agree on the
Importance of each. Since both CirOUDE aoreed that the role
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10
of the professional educator and mentor were most important,
it seems plausible that a concerted effort should be made to
convex to faculty this projected model. This could be done
through various staff development activities possibly
involving students. This effort should receive
administrative support and include administrators in .:.
roleplaying setting.
Since the provision of mentorships and the sponsor,nd
of various kinds of internships is viewed as an important
role in higher education, administration should restructure
the organization; the way of accounting faculty load and
change FTE formulas, to enhance this type of facult,.
involvement.
Opportunities should be made available to faculty so
they can develop those quaiities identified by the stud..
This could Le done in the form of professional workshops,
quality circles, peer interaction or an, number of other
professional activities. This, adatn must be
enthusiastically supported b> administrators especially
those involved with staff development.
Finally, higher education facult who can be identified
as havino those qualities i.ohich project one or more of the
role models identified, should be approached and invited to
meet anH interact 01,th col leagues. Tnis should be done ir a
professional. nonthreat setting and be understood b. the
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Li
profession as a means of improving the professional
performance of the college professorate.
CONCLUSION
The stud, was conducted for the purpose of determining
whether professors as role models are part of the colleolate
e4perience of the majority of students and if so what
specific role models do they convey. A further purpose of
the research was to determine the implications of the data
for the improvement of teaching and management in higher
education.
The study utilized students and faculty from the
College of Education at the Uni..ersitY of Nevada and the
Universit of Idaho. The populat'on included undergraduate
and graduate students, Junior and senior profeszors, and
administrators. Two questionnaires were developed based on
the literature and used to collect the data.
Based on the data collected and a review of literature,
four major l'ole models were identified as models conveyed to
students by professors. These included the ACADEMIC,
MENTOR, CITI:EN and FRIEND. The academic model represented
the academician and Echolarl, person who was professional],
in,,o,,,ed and related a love for learning. The mentor model
HRE represented by a professor who was personaily interested
in students, could individualize programs and learning, and
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1,2
provide an exemplar personal model. The citizen mod 1 was
someone who believed in community interaction
represented his profession outside the academe comm nitv.
Finally, the friend was seen as a faculty member i was
warm, friendly and easy to talk to. This person (,,,r1ted
a professor who could casually talk with student= d relate
to them in an informal manner.
The models listed were identified by students and
professors of higher education as those most readily
conveyed by professors a they practice their profession.
It appears from the data that professors should be made
aware of the type=_ of models that they convey either by EOMe
from of staff development work or some other meal,s of
communications so that thee understand the impazt upon
students. Perhaps professors can then more readil, efl'ect
learning and help students place it into realistic
perspective
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BIBLIOGRAPHY
Bandura, A. Principles of Behavior Modification. New rbrk:Holt, Rinehart and Winston, 1969.
Erkut, S. and J.R. Mokros. "Professors As Models andMentors for College Students." American EducationalResearch Journal, 21:399-417, Summer, 1984.
Keating, J. "The Religion Teacher As Mentor-Friend."Momentum, 15:31-32, December, 1984.
Knowles, M. The Adult Learner: A Neglected Species, 2nd.Edition. Houston: Gulf Publishing Co., 1973.
Leu nson, D.J. The Seasons of t Man's Life. New York:Alfred A. Knopf, 1978.
Lor le, D. Schoolteacher: A Sociological Study, Chicago:University of Chicago Press, 1975.
Ms.ley, D. 'Leadership and Professional,sm: Needs andF:esponsibilities." The Technology Teacher, 44:7-10,September/October, 1985.
Missirian, M. The Corporate Connection. New York:Spectrum, 1932.
Phillips-Jones, L. Mentors and Proteges. New .(ork: ArborHouse, 1982.
Row, M. "Case of the Valuable Oendors." Harvard BusinessReview. 56:40-60. October. 1978.
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HIGHER EDUCATTON FACULT AS ROLE MODELS
Student Questionnaire
tix
George Kavina, Ed.D.University of Nevada
Melvin J. Pedras, Ed.D.Universitv of Idaho
This su.'vey instrument provides a series of statementsregarding the impact that college faculty have had upon youas they practice their profession of teaching and advising.Ir, an effort to help wi h the understand. no of specificroles that higher education faculty project to students,especially that of mentor/advisor, may we solicit yourcooperation in completing this questionnaire. Indicate yourlevel of agreement with each statement and with respect toany or all of your college professors since you have been astudent at an' institution of higher education. Respond toeach statement oy indicating your level of agreement on a
scale of 1 to 3. 1 indicates the lowe.-st level of agreementand 3 the hicih,est level. (1. Die,toree, 2. Agree, & 3.Strongly Horee)
1 3
D A Si- 1. It is important for J, mentor to convey -,
personal interest in me.
D A SA 2. As a student in an adult learning situation, I
prefer tasks at various levels of compleitY &structure.
D A SA 3. Continuou-2 feedback to me on me performance ;E.
essential.
D H SA 4. It is important for the mentor to help melearn things.
r,,-, ='... 5. It is import:nt +':r me to be given
responsibilit/ for rnv own learning.
D A Sri 6. It is important for a mentor to respect me b,listening, accepting mr ideas and alloming meto diagnose m/ needs.
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15
D A Sk 7. It IE important for a mentor to allow medirect participation in evaluation.
D A SA S. It is important for a mentor to allow me to beactively involved in the planning andimplementation of the learning experience.
D A SA 9. In a mentoring situation it is important forme to have a structured core program.
D A SA 10. In a mentoring situation it is impa-tant forme to be allowed divergence.
SA 11. Too many goals frustrate me.
D A SH 12. Having a mentor as an e\ample is important toME.
D A SA 13. A mentor should convey learning by example.
D A SH 14. The essentials of a mentorship should beobservable.
D A SA 15. The personalities of a mentor and studentshould be harmonious.
D A LH lo. A college professor s role outside of theclassroom or laborator> has a great effectupon me.
D A SH 17. It is important for me to view college facultyas members of the communitY.
- SA 18. It is important for me to be able to interactwith college faculty in a social setting.
D A SA 19. I seek out and talk with college facuitY whoseem to have a similar personality to mine.
D A SA 2U. If IE important to me for college faculty toshare their personal experiences.
21. If asked to descr!be the most important rolemodel that ,A college professor could cow)ey to/ou what would that be'
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HIGHER EDUCATION FACULTY AS ROLE MODELS
Faculty Questionnaire
by
George kavina, Ed.D.UniversitY of Nevada
&Melvin J. Pedras, Ed.D.
Universit', of Idaho
This survey instrument provides a series of statementsregarding the impact that college faculty have upon theirctudents. In an effort to he with the understanding ofspecific roles that higher education faculty project tostudents, especially that of mentor/advisor, may we solicitYour cooperation in completing this questionnaire. IndicateYour level of agreement with each statement and with respectto any or all of your college students since you have been afaculty member at any institution of higher education.Respond to each statement by indicating your level ofagreement on a scale of 1 to 3. 1 indicates the lowestlevel of agreement and 3 the highest level. <1. Disagree,2. Agree, & 3. Strongly Horee)
1 3
D A SA 1. It is important for a mentor to convey apersonal interest in the student.
D A SA 2. As .it mentor I share a basic trust with mystudents.
D H SA 3. AS a col lEge professor I share opinions andideas with m students.
D ,- SH 4. H mentor complements rather than dominatesthe mentormentee relationship.
D H SH JJ. mentor creates a good work inc climate fora mentee
D 1:1 5H 6. HS :4, college professor, I provide aconsider?.ble degree of comple';ity in learningta.Vs.
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D A SA 7. A mentor should utilize mutually agreed uponcriteria when evaluating a student.
D A SA 8. As a mentor, it is Important to individualizestudent development unencumbered by age ortiming requirements.
D A SA 9. As a college professor, it is important toProvide MY students with a multitude ofopportunities for attending to relevantbehaviors to develop intellectual competence.communication skills and interpersonalskills.
D A SA 10. As a mentor, my role ts to facilitatedevelopmental growth by supporting andchallenging the mentee.
D A SA 11. i mentor should structure specific goals fora mentee.
D A SA 12. As a mentor, I view the mentor-menteerelationship as being complementary.
D A SH 13. A mentor should convey learning by example.
D H SA 14. As a mentor, m, role IE ,:i7i nurture and guidethe mentee.
D A SA 15. The personalities cat a mentor and studentshould be harmonious.
D A SA 16. A college profesor's role outside of theclassroom or laborator/ can have a greateffect upon students.
D A SA 17. It is important for college faculty to conveyvarious societal roles to =students.
D A SA 18. It is important for college faculty tointeract with students in a social setting.
D A SA 19. As a college professor, it is important toprovide experiences for students outside offace-to-face meetings.
D H '.:r.1 20. It is_ Important for college faculty to sharetheir personal e>speiences with students.
21. If asked to describe the most important rolemodel that ou, as a college professor, ,:anconvey to students, what ilould that be'
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STUDENT DESCRIPTIONS OF ROLE HODELS
A person who:
Is competent and knowledgeable in the teaching areaIs a humane instructorEnjoys his field and can dive practical examplesIs easy to get along with and has a sense of humorIs a seli-achiever and stays abreast of his/her fieldIs a successful and experienced professional willing to
relate experiencesSets high standards and is academically demandingIs a hard workerIs a good advisorIs a well respected and experienced citizen of the communityIs helpfulIs professionalIs open and honestDisplays a positive attitudeConveys the value of education and has humanistic qualitiesIs interested in studentsSets good examolesDisplays respect for individual studentsIs a role modelIs someone that students can casually talk Nith on an
informal basis.Exhibits fairness, assertiveness and aggressiveness in
teachingTeaches by exampleModels excellence and ha rapport with peoplePractices what he/she preachesIs enthusiastic and energeticIs a friendIs interested in students career goal=_ and helps them attain
those goalsIs an exemplarIs organizedCan relate to studentsIs an older, more mature drid wiser friendHas respect for students as peopleConveys understanding of broad vield regarding how 3
particular field relates to life in generalpeeps current hlith ones field=3cilitates learningDisplay an inquiring mindDIEG1;?,E life-lonc, learning
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FACULTY DESCRIPTIONS OF GOLE MODELS
A person who:
Exhibits flexibility. is open and sincPreConveys scholarshipConveys excitement for learningFosters student growth; intellectually and personrallyIs a carinc, and capable instructorIs understanding and encourages peraonal growthIs firm and fair1a a pursuer of knowledge and truth, and believes in its use
for the benefit of mankindIs a competent professionalIc a leader that is responsible, honel-t and interested in
peopleIs a kind, caring human beingExhibits a love of learningI.: a good es<ampleDisplays professionalismIs a knowledgeable teacher with hioh inatructional c_l
Ic an effective counselor and facilitatorIs warm, committed and concernedDemonstrates alternatiue behaviors Nhich oenerste
elfsearchingCan relate continual lifetime educationDisplays a christian lifestyleIs actively involved professionally'
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