"Local-Cosmopolitan Role Orientations in a School of Education" by Gary A. Negin
 

Gary A. Negin

Date of Award

5-1988

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Carl G. Thom

Abstract

University faculty members in teacher preparation find it particularly difficult to balance the roles of practitioner and scholar. On the one hand, teacher educators must model good teaching in their classrooms, careful supervision during practicums, participatory governance through university service, and thoughtful curriculum development at the departmental level. On the other hand, teacher educators must solidify their professional backgrounds, stay abreast of recent developments, and contribute to advances in their fields. These two roles can be categorized as "local" and "cosmopolitan" using definitions popularized by Alvin Gouldner (1957, 1958). In part, people who share a local orientation are highly loyal to their employing institutions and rely primarily on the opinions and support of people around them. Cosmopolitans are more concerned with their professional expertise and reputations.

It is extremely important for a university to know the roles that its teacher education faculty play to ensure the preservation and quality of its programs. A university needs to have loyal and expert faculty members. Loyal educators are willing to remain at a university. Expert educators are worth keeping. By understanding the local-cosmopolitan orientations of its faculty, a university can be sure that its expectations are consistent with its own mission and with the expectations of its faculty. By understanding role orientations, university administrators can match resources and rewards to the needs of its faculty members.

The present study will explore the role orientations of groups of faculty members at California State University-San Bernardino to determine if there are differences which university administrators should respect when attracting, supporting, motivating, and retaining faculty members.

Comments

An Essay submitted to the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Master of Education, Milwaukee, Wisconsin

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