Page 360 - Crisis in Higher Education

330 • Appendix A

6. Professional managers and specialists must increase productivity
by focusing on systems thinking and process improvements. This
involves lean thinking, quality improvement efforts, value stream
mapping, seeking process redesign, and implementing continuous
improvement efforts.
7. The productivity of nonexempt support staff should improve as
processes are redesigned and specific IT projects are implemented.
8. Increases in administrative salaries can be moderated by elimi-
nating benchmarking in salary determination and creating more
competition for high-level administrative jobs.
9. Change organizational structure, lower costs, and enhance quality
through mergers, closing branch campuses, and most importantly
by outsourcing activities.

A.7 CHAPTER 12: RESHAPING FACULTY’S ROLE
1. To have better, faster, and more efficient education, it is essential to
prepare faculty so they are knowledgeable in content, pedagogy, and
assessment of learning.
a. All types of faculty should be subject to evaluation by stu-
dents as described in Chapter 7, be supported by centers for
teaching, participate in teaching seminars as part of their
work requirements, and have access to teaching improvement
funds.
b. Full-time, tenured faculty must have the education and skills to
teach effectively and this begins in the PhD program. In addition,
the teaching performance of all faculty candidates is assessed
during the hiring process, and newly hired faculty members are
assigned to master teachers and together they create a continu-
ous improvement plan.
c. Full-time, contractual faculty would follow a similar process, but
adjustments would be made for faculty who have not earned a
PhD and have little if any teaching experience.
d. Part-time contractual faculty, especially those with limited
teaching experience and a full-time job that takes priority, may
be reluctant to participate in teaching improvement efforts.
There are two options, stop hiring part-time faculty with limited