Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69738

Promoting change in the “two-tiered” departments: An exploratory evaluation of conflict and empowerment levels among language and literature faculty

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Title:Promoting change in the “two-tiered” departments: An exploratory evaluation of conflict and empowerment levels among language and literature faculty
Authors:Zannirato, Alessandro
Date Issued:01 Jan 2014
Publisher:Heinle Cengage Learning
Citation:Zannirato, A. (2014). Promoting change in the “two-tiered” departments: An exploratory evaluation of conflict and empowerment levels among language and literature faculty. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 154-182. http://hdl.handle.net/102015/69738
Abstract:This chapter documents an exploratory evaluation, carried out at the national level
on the organizational effects of the “two-tiered” system in departments of Foreign
Languages and Literatures (FLL) in the United States. The author initiated and
conducted the evaluation for the purposes of (a) gaining a better understanding
of the organizational dynamics that may arise in two-tiered departments; (b) exploring
solutions to the identified challenges; and (c) identifying a community of
language and literature professionals in both first-tier and second-tier positions
interested in addressing the issues raised by the MLA report in a more inclusive
way. After a theoretical comparison of the two-tiered system with similar configurations
described in the literature, the results of an exploratory study concentrating
on the level of organizational conflict and empowerment in FLL departments
will be presented. The findings suggest that conflict and disempowerment may
be factors affecting the interactions between language and literature faculty. The
users will be able to draw on the findings of this evaluation to (a) reflect on their
local reality and identify structural factors that may be conflict generating and
disempowering; (b) use the empowerment strategies suggested in this chapter as
a starting point to devise their own strategies in order to reduce inequities in FLL
departments; and (c) engage in further discussion with the evaluator, provide further
input, discuss the creation of a working group equally representing first-tier
and second-tier faculty, and collectively prioritize a plan of action.
URI:http://hdl.handle.net/10125/69738
Volume:2014
Appears in Collections: 2014 INNOVATION AND ACCOUNTABILITY IN LANGUAGE PROGRAM EVALUATION


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