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two-year course, a graduate can go out, with a valid degree in hand, to look for a job. Attention is also drawn to the reorganization of doctoral studies, there now being only one doctorate, the research-value of which has been ampli- fied. Another chapter deals with the increasing importance of continuing education as organized and developed by the universities. N e w measures have also been taken to computerize the libraries and documentation centres and to give the universities the means to function as centres of scientific and tech- nical information. In this context, emphasis is placed on the growing co-opera- tion with research bodies, private or state-run, like the G N R S (Centre National pour la Recherche Scientifique), with respect, in particular, to the regional needs of industry and communal bodies.
Admissions policies, student life and services, the changing structure and new roles of teaching, and other university staff members are also presented by the authors, as well as aspects of international co-operation. If the reader were to select a chapter because of its particular importance, he might turn to the one on the reorganization of the general university structure, a reorgan- ization which has given rise to strategic shifts. All in all, this book is a relevant repertory or guide for all those wishing to obtain a better understanding of the new French university reform. However, one should bear in mind that the reform in question concerns only institutions governed by the Ministry of Education. The Grandes Ecoles, for the most part, have not been affected by the new dispositions.
W . Vollmann
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Bibliographical Referenceslevels. A listing of institutions of higher education and sample documents are included. Cost: $ 5. Order from: American Association of Collegiate Registrars and Admissions Officers O n e Dupont Circle, N W , Suite 330 Washington D C 20036, U S A .
Education for All: Study in the U . S . for Foreign Students with Disabilities h y Joanne Abed
This publication is designed to help overseas advisers, handicapped stu- dents, their parents, and others involved in serving the handicapped. Appen- dices include a sample disabled-student questionnaire, a check-list of services for the handicapped, an abilities/disabilities form, and a list of additional resources. Cost: $ 3.50. Order from: A M I D E A S T / 1 1 0 0 17th Street, NW/Washington D C 20036, U S A .
Faculty Workload: Research, Theory, and Interpretation by Harold E. Yuker
Sponsored by the E R I C Clearinghouse on Higher Education and the Association for the Study of Higher Education ( A S H E ) , A S H E - E R I C Higher Education Research Report, Report 10, 1984, 11 p . , $ 7.50.
"Thinking of a faculty member's workload as only teaching time is equi- valent to defining a lawyer's workload in terms of only courtroom time or a legislator's time in terms of the hours spent on the floor of the legislature", states Harold Yuker. Studies have indicated that the fifty-five hour work week is as routine to academics as it is to lawyers, doctors, and other professionals.
Misperceptions of h o w m u c h faculty members work call for the continuation of faculty workload studies.
Six different uses are routinely made of faculty workload studies, accord- ing to Yuker, the director of the Hofstra University Centre for the Study of Attitudes toward Persons with Disabilities. Besides public relations uses, workload studies can help in collective bargaining, cost analysis, equity, grant proposals, and legal or legislative matters.
However, despite their acknowledged usefulness, faculty workload stud- ies have yet to be standardized. Merely collecting the raw data can sometimes be a challenge. "Faculty members dislike and distrust studies of their work habits, and their negative attitudes can be traced to beliefs that quantification results in inaccuracy and distortion", cautions Yuker. One source for this suspicion is often the lack of a clearly defined purpose for gathering the data.
Administrators can alleviate this fear by stressing that the studies are not designed to judge individuals, but to evaluate departments or other broader scopes.
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The author evaluates different methodologies employed in studying faculty workloads. A lack of agreement on even basic issues has contributed to a plethora of studies that are incompatible, and therefore non-comparable, with one another. Yuker recommends certain techniques that can contribute to better studies. One recommendation is to always conduct the studies under the aegis of a faculty and administration committee. This committee can help overcome faculty resistance and also coordinate the compilation of data and dissemination of results.
Workload studies have already yielded some results. For example, research productivity was found to be not directly related to teaching loads. Therefore, lightening the teaching load of a given faculty member will not measureably increase research output if that individual is not favourably disposed toward research. A faculty member interested in doing research m a y benefit, however, from a lighter teaching load.
One of the most nettlesome problems in producing an accurate study is defining faculty work. A typical faculty member will engage in teaching, re- search, student advisement, administrative responsibility, institutional duties, community service, and professional advancement in a given time. Which activity falls into what category? Standardizing categories would be another step toward improving the quality of faculty workload studies.
Guidelines for Improving Articulation Between Community/ Junior Colleges and Senior Colleges
Issued by a joint task force on post-secondary articulation composed of representatives from A A C R A O , A A C J C , A C E , A I C S . Offers guidance on
" h o w to implement the policies and procedures in post-secondary education to accommodate better the needs of the transfer student and to ease the tran- sition from one institution to another". Cost: $ 2 . Order from: American Association of Collegiate Registrars and Admissions Officers, One Dupont Circle, N W — Suite 330 Washington D C 20036, U S A .
The Institute for Research on Educational Finance and Governance (School of Education, Stanford University) has recently published the following studies:
1. State Policy and Teaching Excellence. MilbreyW. McLaughlin; Scott Pfeiffer;
Deborah Swanson-Owens; Sylvia Yee. April 1985. 48 p.
2. Responding to the Constancy of Change: N e w Technologies and Future Demands on U . S . Education. Norton W. Grubb. April 1985. 39 p.
3. The Labor Market in Silicon Valley and its Implications for Education.
Martin Carnoy. M a y 1985. 42 p.
4. Reforming the Finance and Structure of Education and Training in R e - sponse to Technological Change. Richard F. Elmore. M a y 1985. 28 p . 5. Educational Reform for Disadvantaged Students: an Emerging Crisis.
Henry M. Levin. April 1985. 54 p.