Grid and group explanation of arts faculty development in two Thai universities
Abstract
Scope and Method of Study: The purposes of the study are to use grid and group theory to explain the culture of two institutions as well as the interrelationship of professional development practices and faculty preferences in both institutions. The theoretical framework is Mary Douglas's (1982) Grid and Group typology. The study was analyzed and explained according to Douglas's typology and Harris's (2005) strategies for assessing educational environments. Findings and Conclusions: In the two universities, faculty development preferences were in the collectivist (low-grid, high-group) category. The arts instructors were somewhat satisfied with the faculty development programs offered by their institutions. However, there was a mismatch between the hierarchical nature of their institutions and their own preferences for a working atmosphere, which includes instructional activities initiated or planned by all educators working collaboratively. They felt that they needed additional programs specifically for arts areas, and they made specific suggestions for improvements in arts faculty development programs. They needed more help in arts pedagogy and program specifically tailored to teaching the arts, as well as more opportunities to interact outside their universities. There was also a felt need for more cultural knowledge and adaptation of courses to better serve the local population.
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- OSU Dissertations [11222]