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Principles and Practice of Management
Case (20 Marks)
The new dean of the graduate business
school at Gibson University was anxious to build student morale, which he had
found to be rather low due to the autocratic regime of his predecessor. After a
lengthy meeting with the governing board of the student organization, he agreed
to their request to allow a student-developed and -administered faculty
evaluation program to be instituted. The students wanted to publish the
results, so that they could be used in promotion and tenure decisions and also
demonstrate to the faculty where they stood in student opinion of their
classroom performance. One of the students’ central arguments was that many faculty
members were poor classroom teachers, though they might be good at research and
writing. Another was the student opinion that several faculty members were
remote and difficult to see after class. The dean believed the idea a good one,
and one which would help establish his popularity with the student government.
He didn’t believe the faculty would mind the evaluation, and the results could
be used by department chairpersons as a part of the faculty development
process, Because the dean thought highly of the idea, he didn’t bother to
discuss it with any of the department chairpersons or other faculty members. It
was announced in the student newspaper the following week, and the forms were
distributed in classes during that week. One of the school’s best known full
professors, who had a worldwide reputation for incisive writing and provocative
research, received a poor rating because of a foreign accent which was
sometimes difficult to understand and his impatience with what he considered
stupid questions. Many senior faculty members received inadequate ratings. The
highest ratings seemed to go to young, no tenured faculty who were close to the
students in age, grooming, and behavior. The uproar among the majority of the
faculty was deafening, and the dean was confronted by a committee of department
heads who told him the rating system had to go or he would lose significant
numbers of his most qualified faculty members and department heads.
Answer
the following question.
Q1.
Did the dean introduce the program effectively? Explain.
Q2.
What should the dean do about this ultimatum?
Q3.
Discuss the pros and cons of student-run faculty evaluations.
Q4.
What implications are there in these programs for the business world?
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