Using as a framework the "theory of careers" developed by John
L. Holland, the authors of this volume examine the patterns of
student stability and change inherent in the college experience, as
well as the variations in professional attitudes and behaviors of
college faculty. Their goal is to learn more about what colleges
and universities might do to facilitate the retention,
satisfaction, and learning of their students.
For example, why should faculties split over student-oriented
teaching strategies, one group favoring the formal, structured
classroom, the other a freer, more spontaneous environment? Why do
some undergraduates become independent thinkers with strong
analytical, mathematical, and scientific competencies while others
develop powerful interpersonal and group leadership skills?
Holland's theory--at its core a person-environment fit
theory--assumes that there are six personality types and six
analogous academic environments and that the educational
persistence, satisfaction, and achievement of students are a
function of the congruence or "fit" between students and their
academic environments. The authors also assume that there are
circumstances under which the environments of the major field exert
more influence on students than do the students' own personality
traits. Applying Holland's theory to distinctive clusters of
academic disciplines, the authors have found that the answers to
such fundamental questions as those asked above emanate from a
basic understanding of the influences of academic disciplines and
the manner by which they shape the patterns of thought and behavior
of both college students and faculty.
"Academic Disciplines" will benefit researchers and graduate
students who study college students and faculty, as well as
administrators and policymakers responsible for the performance of
colleges and universities.
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