Over the past 35 years, institutions of higher education have been involved in strategic planning in an attempt to promote their priorities and remain competitive in challenging economic times. Efforts have been made to improve the process and effectiveness of strategic planning over those years. Although strategic planning can be effective, the plan must be created properly and also implemented in an effective manner. Since online learning has become an increasingly important revenue source for many institutions of higher education, as well as an alternative way to provide instruction to students, it is typically included within institutional strategic plans and prioritized for growth. Ensuring that faculty “buy-in” to this goal and strategic priorities requires significant faculty engagement. In this paper, options for implementation and ways to promote engagement are discussed within a case study of how Auburn University kinesiology faculty took part in educational transformation and innovation by connecting to the campus mission.
Mary E. Rudisill
For 30 years I have been interested in achievement motivation and factors that influence children’s motivation to move and learn to move. This work has been grounded in achievement goal theory, which explains what motivates individuals by how success is perceived and competence is valued (Nicholls, 1989). According to this theory, behavioral outcomes are related to goal-oriented behaviors described as task (e.g., competence and success are self-referenced) or ego (e.g., competence and success are based on the reference of others). A task-oriented goal perspective has been associated with increased enjoyment and intrinsic motivation inmovement-related activities such as sport and physical activity. Achievement goal theory also proposes that environments can be structured to emphasize factors that determine one’s goal involvement and subsequent cognitions, affect, and behaviors. In this review, I discuss mastery motivational climates and the research we have conducted related to this topic over the years.
Edited by Mary E. Rudisill
Sheri J. Brock, Danielle Wadsworth, Nikki Hollett, and Mary E. Rudisill
The School of Kinesiology at Auburn University is using Movband Technology to support online learning in their physical activity program. Active Auburn is a 2-hr credit course that encourages students (n = 2,000/year) to become physically active through online instruction and tracking physical activity using Movband technology. Movband technology allows for uploading and monitoring group physical activity data. The implementation of this technology has allowed the School of Kinesiology to: (a) promote physical activity on our campus, (b) serve a large number of students, (c) reduce demand on classroom/physical activity space, and (d) promote our research and outreach scholarship as well, by collecting physical activity profiles for students enrolled in the course. Students report they enjoy the course and that they appreciate the “freedom to exercise” when it best fits into their schedule. This course generates considerable revenue to support course instruction and much more for the School of Kinesiology.
Jared A. Russell, Sheri Brock, and Mary E. Rudisill
Bias, an automatic—usually unconscious and unintentional—inclination, preference, or favoring of an individual or group over another, is an inherent aspect of an individual’s academic leadership and decision-making processes. Bias alone is not a detriment to building an inclusive and supportive environment for faculty. However, oftentimes an academic unit leader’s biases result in the justification, rationalization, and facilitation of exclusionary processes and practices toward faculty, particularly those from diverse and underrepresented backgrounds. This article discusses the impact of bias, specifically implicit bias, on academic leadership. Moreover, the impact of a leader’s biases toward diversity attributes (e.g., gender, sexual orientation/affinity, age, ethnicity, race) of faculty are highlighted. Specifically, key areas of academic leadership are explored: faculty recruitment (hiring), retention (evaluation), and advancement (promotion and tenure). Recommendations, promising practices, and strategies for minimizing the impact of implicit bias are provided.
Sheri J. Brock, Danielle Wadsworth, Shelby Foote, and Mary E. Rudisill
Institutions of higher education have a responsibility to prioritize the needs of society and local communities. One essential need prevalent in all communities is to address the rise of obesity and health risks due to lack of participation in physical activity. In the United States, children spend a small percentage of time engaged in physical activity, and engagement decreases further in adolescence and adulthood. Collaborative partnerships between kinesiology faculty at universities and community organizations are one avenue for engaging children in physical activity. Partnerships must be multilevel and community wide to evoke change and have long-term impact and sustainability. Within the context of community-based research, we propose a three-step framework for establishing collaborative partnerships: (1) determining the needs of partners; (2) discussing expertise, services, and philosophy; and (3) providing a quality product. In addition, we outline and illustrate our experiences when collaborating with community partners to promote physical activity.
Michael S. Willett, Damon P.S. Andrew, and Mary E. Rudisill
Market pressures and external demands to sustain access, improve cost management and accountability, and increase productivity continue to persist in departments and schools of kinesiology. Confidence in the sustainability of an institution’s business model is eroding. To address these challenges, one possible approach for enhancing institutional performance, accountability, and stability is to revise an institution’s management process or budgeting model. Indicators suggest that many institutions are changing budget models to an incentive-based budgeting (IBB) system (i.e., responsibility-centered management [RCM]). The management strategies reviewed in this article are important for higher education budget administrators that implement, or are considering implementing, an IBB system as a means for assessing outcomes or institutional decision-making.
Scott E. Gordon, John B. Bartholomew, Richard B. Kreider, Ronald F. Zernicke, and Mary E. Rudisill
This is an era in which academic units in higher education are expected to do more with less. State- and institutionally-appropriated funding streams are generally decreasing or stagnant. Federal grant funding is at its lowest level in years, and unlikely to rebound anytime soon. Institutions are restricting tuition increases to allow greater accessibility to students of limited means as well as to heed public demand for more accountability in the “educational product”. Enrollment growth adds pressure to academic units but rarely results in immediate resources directed to the affected units. To compound this problem, kinesiology is one of the fastest growing majors nationwide. With such mounting pressures on academic units and their leaders, creative entrepreneurial resourcefulness is not only rewarded, but required. This paper presents a series of successful and practical resource-generating strategies from the unique perspectives of units at several different institutions.
Philip E. Martin, Mary E. Rudisill, Bradley D. Hatfield, Jared Russell, and T. Gilmour Reeve
One of the most important and yet more challenging and stressful tasks completed by a department chair is evaluating faculty. Regardless of its importance, though, department chairs often receive little or no training for this critical task. This paper contains three sections, all of which focus on faculty annual evaluations. The first section discusses a number of recommendations for conducting thorough and meaningful annual evaluations. The second section highlights a real case scenario at Auburn University in which all university departments were tasked with changing their evaluation procedures, criteria, and expectations for faculty performance to better align with the revised strategic goals and mission of the university. The third section highlights an innovative peer-based faculty performance-evaluation system employed in the department of kinesiology at the University of Maryland that is designed to engage all tenure-track faculty in the evaluation process.
Jerraco L. Johnson, Mary E. Rudisill, Peter A. Hastie, and Julia Sassi
The aim of this study was to determine the extent to which guided throwing practice volume influenced gains in throwing competency in young children during exposure to a mastery motivational climate physical play program. Fifty-four preschool children attended 13 biweekly 30-minute motor skill sessions over 7 weeks. Pre- and post-test throwing competency was measured in three ways (Test of Gross and Motor Development–Third Edition [TGMD-3], developmental sequence for throwing, and throwing velocity). Throwing practice behaviors (visits, time, and trials) were then coded for each participant using video recordings. Paired-samples t-tests revealed significant gains in throwing proficiency by the children from pre- to post-test on all three measures. Results from multiple hierarchical linear regressions highlighted that pre-test scores and guided throwing practice volume (a principle component analysis of throwing visits, time, and trials) accounted for 19% (TGMD), 52% (developmental sequence), and 60% (velocity) of the explained variance of post-test throwing competency, respectively. Results also revealed that although boys spent more time practicing throwing than girls, gender only appeared to be a significant predictor in the TGMD regression model. These findings provide empirical evidence of the importance of guided practice during mastery climate programs.