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Academic due process and substantive due process in higher education administrations censured by the American Association of University Professors during 1980-1983.

机译：高等教育行政管理中的学术正当程序和实质性正当程序在1980-1983年期间受到美国大学教授协会的谴责。

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This study examined the twelve publicly reported cases in which the American Association of University Professors (AAUP) censured higher education administrations during 1980-1983. The study analyzed compliance of administrations, governing boards, and courts with AAUP principles regarding academic freedom and tenure. This study also investigated reactions of these administrations and boards to AAUP recommendations concerning academic freedom and tenure.;Study research was conducted at AAUP headquarters in Washington, D.C. This research involved determining the number, positions, and levels of involvement of university officials in cases concerning academic freedom and tenure. The research also examined procedures used to censure administrations for violations.;Although various faculty handbooks state that tenured faculty members can expect employment for as long as funding exists (barring dismissal for cause), the study found that shifts in student enrollment or institution priorities can jeopardize tenured faculty jobs. The study also noted that courts have decided that nontenured faculty who waive their rights to tenure waived their rights of entitlement to a hearing. Several professors found that their classrooms were subject to administrative intrusions. The courts have decided that administrations may object to and correct faculty actions and teaching techniques deemed inappropriate.;The study concluded that during 1980-1983, administrations hired and fired faculty members at will, as merely contractual employees.

机译：这项研究调查了美国大学教授协会（AAUP）在1980-1983年间谴责高等教育管理部门的十二个公开报道的案例。该研究分析了政府，理事会和法院对AAUP关于学术自由和任期的原则的遵守情况。这项研究还调查了这些主管部门和董事会对AAUP关于学术自由和终身制的建议的反应。研究在AAUP华盛顿特区总部进行。这项研究涉及确定大学官员在涉及以下案件的数量，职位和参与程度学术自由和任期。该研究还研究了用于谴责行政管理部门违规行为的程序。尽管各种教科书规定，只要有资金存在，终身教职人员就可以期待就业（禁止因故解雇），但该研究发现，学生入学率的变化或机构优先级可以危及终身教职。该研究还指出，法院已裁定，放弃终身任用权的非终身任职教师放弃了其听证会的权利。几位教授发现他们的教室受到行政干预。法院已裁定，主管部门可以反对并纠正被认为不适当的教职员工行为和教学技巧。研究得出结论，在1980-1983年间，主管部门随意雇用和解雇了教职员工，只是合同工。

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作者
Khidhr, Latifah Adjua.;
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作者单位

The George Washington University.;

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授予单位 The George Washington University.;
学科 Education Administration.;Education Higher.
学位 Ed.D.
年度 1991
页码 207 p.
总页数 207
原文格式 PDF
正文语种 eng
中图分类教育;高等教育;
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6. Factors that influence the universitys inclusive educational processes: perceptions of university professors [O] . Nuria González-Castellano, María Jesús Colmenero-Ruiz, Eulogio Cordón-Pozo 2021

机译：影响大学包容性教育流程的因素：大学教授的看法
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

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Academic due process and substantive due process in higher education administrations censured by the American Association of University Professors during 1980-1983.

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