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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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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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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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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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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