Desmond Rutherford
Biographic Data
| ID | 3941489 |
|---|---|
| NAME | Desmond Rutherford |
| GIVEN NAMES | Desmond |
| FAMILY NAME | Rutherford |
| SIGNATURE | RUTHERFORD D |
| AFFILIATIONS | University of Birmingham |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 1992 |
| H-INDEX | 2 |
Appraisal in action
The introduction of staff development and appraisal schemes to universities in the United Kingdom has been, arguably, the most radical innovation of recent years. This paper analyses the implementation of a scheme at the University of Birmingham. The analysis focuses on the stakeholders and the decisive factors that were influential in effecting this innovation. The leadership demonstrated by the appraisers is highlighted as the most important fa…
Heading a Department
Performance appraisal
This paper reports the results from a questionnaire which sought the opinions of a representative sample of academic staff at the University of Birmingham to the introduction of more regular and systematic performance appraisal in universities. In particular, whether respodnents were of the opinion that further procedures for the appraisal of individuals and departments were necessary and, if so, who should be involved in such appraisals. In addi…
Indicators of Performance
Universities are coming under increasing pressure to develop and implement Indicators of Performance in order to demonstrate their efficiency and to facilitate institutional planning. In this paper a number of possible indicators for monitoring individual and departmental performance in teaching and research are explored. Preliminary studies indicate that while it is possible to identify both ‘excellence’ and relatively poor performance, it is ve…
Indicators of Performance
In response to the Jarratt Report, this paper analyses the results from a series of structured interviews with academic staff at the University of Birmingham to proposals for appraising individual and departmental performance in teaching, research and administration; and highlights current attitudes, concerns and practices which tend to inhibit discussion of the career development of individual academics and institutional planning. Three key issu…
Continuing Education in Universities
This paper will consider continuing education in the university sector within an innovation perspective. It aims to use models of the innovation process in order to illuminate the conditions and factors which have a significant bearing on the success or failure of current continuing education initiatives. Two specific case studies of recent continuing education initiatives in British universities will be examined and evaluated in terms of the par…
Recommendations for learning ̊s
This paper analyses the reasons for the generally negative reaction by academics to Bligh's ‘Recommendations for Learning ̊s by drawing on the Theory-of-Action perspective originally developed by Argyris & Schon and more recently applied to higher education by Heller. The theory has two components: Theory-in-Use and Espoused Theory. Actions are informed by our Theory-in-Use which consists of ‘governing values ̊s and associated strategies of which…
Decisive factors affecting innovation
This paper attempts to synthesise two models of innovation processes which seek to explain why some innovations are successful while others fail. The history of the Course Evaluation Scheme at the University of Birmingham provides a case study through which the value of the perspective derived from these models is explored
Lecturers as evaluators
This paper describes the origins, development and implications of the Course Evaluation Scheme which operated at the University of Birmingham between 1974 and 1978. The Scheme was an interesting example of group collaboration among lecturers to evaluate each other's courses through reciprocating partnerships of teacher and evaluator and the use of a flexible combination of evaluation procedures designed to illuminate the characteristic features o…
Course evaluation at Birmingham
Lecturers as evaluators
This paper describes the origins, development and implications of the Course Evaluation Scheme which operated at the University of Birmingham between 1974 and 1978. The Scheme was an interesting example of group collaboration among lecturers to evaluate each other's courses through reciprocating partnerships of teacher and evaluator and the use of a flexible combination of evaluation procedures designed to illuminate the characteristic features o…
Appraisal in action
The introduction of staff development and appraisal schemes to universities in the United Kingdom has been, arguably, the most radical innovation of recent years. This paper analyses the implementation of a scheme at the University of Birmingham. The analysis focuses on the stakeholders and the decisive factors that were influential in effecting this innovation. The leadership demonstrated by the appraisers is highlighted as the most important fa…
Performance appraisal
This paper reports the results from a questionnaire which sought the opinions of a representative sample of academic staff at the University of Birmingham to the introduction of more regular and systematic performance appraisal in universities. In particular, whether respodnents were of the opinion that further procedures for the appraisal of individuals and departments were necessary and, if so, who should be involved in such appraisals. In addi…
Recommendations for learning ̊s
This paper analyses the reasons for the generally negative reaction by academics to Bligh's ‘Recommendations for Learning ̊s by drawing on the Theory-of-Action perspective originally developed by Argyris & Schon and more recently applied to higher education by Heller. The theory has two components: Theory-in-Use and Espoused Theory. Actions are informed by our Theory-in-Use which consists of ‘governing values ̊s and associated strategies of which…
Decisive factors affecting innovation
This paper attempts to synthesise two models of innovation processes which seek to explain why some innovations are successful while others fail. The history of the Course Evaluation Scheme at the University of Birmingham provides a case study through which the value of the perspective derived from these models is explored
Course evaluation at Birmingham
Lecturers as evaluators
This paper describes the origins, development and implications of the Course Evaluation Scheme which operated at the University of Birmingham between 1974 and 1978. The Scheme was an interesting example of group collaboration among lecturers to evaluate each other's courses through reciprocating partnerships of teacher and evaluator and the use of a flexible combination of evaluation procedures designed to illuminate the characteristic features o…
Decisive factors affecting innovation
This paper attempts to synthesise two models of innovation processes which seek to explain why some innovations are successful while others fail. The history of the Course Evaluation Scheme at the University of Birmingham provides a case study through which the value of the perspective derived from these models is explored
Recommendations for learning ̊s
This paper analyses the reasons for the generally negative reaction by academics to Bligh's ‘Recommendations for Learning ̊s by drawing on the Theory-of-Action perspective originally developed by Argyris & Schon and more recently applied to higher education by Heller. The theory has two components: Theory-in-Use and Espoused Theory. Actions are informed by our Theory-in-Use which consists of ‘governing values ̊s and associated strategies of which…
Continuing Education in Universities
This paper will consider continuing education in the university sector within an innovation perspective. It aims to use models of the innovation process in order to illuminate the conditions and factors which have a significant bearing on the success or failure of current continuing education initiatives. Two specific case studies of recent continuing education initiatives in British universities will be examined and evaluated in terms of the par…
Indicators of Performance
Universities are coming under increasing pressure to develop and implement Indicators of Performance in order to demonstrate their efficiency and to facilitate institutional planning. In this paper a number of possible indicators for monitoring individual and departmental performance in teaching and research are explored. Preliminary studies indicate that while it is possible to identify both ‘excellence’ and relatively poor performance, it is ve…
Indicators of Performance
In response to the Jarratt Report, this paper analyses the results from a series of structured interviews with academic staff at the University of Birmingham to proposals for appraising individual and departmental performance in teaching, research and administration; and highlights current attitudes, concerns and practices which tend to inhibit discussion of the career development of individual academics and institutional planning. Three key issu…
Performance appraisal
This paper reports the results from a questionnaire which sought the opinions of a representative sample of academic staff at the University of Birmingham to the introduction of more regular and systematic performance appraisal in universities. In particular, whether respodnents were of the opinion that further procedures for the appraisal of individuals and departments were necessary and, if so, who should be involved in such appraisals. In addi…
Heading a Department
Appraisal in action
The introduction of staff development and appraisal schemes to universities in the United Kingdom has been, arguably, the most radical innovation of recent years. This paper analyses the implementation of a scheme at the University of Birmingham. The analysis focuses on the stakeholders and the decisive factors that were influential in effecting this innovation. The leadership demonstrated by the appraisers is highlighted as the most important fa…
Political science (9 works) · Higher education (8 works) · Medical education (6 works) · Medicine (6 works) · Computer Science (5 works) · Higher Education Governance and Development (5 works) · Psychology (5 works) · Business (4 works) · Evaluation of Teaching Practices (4 works) · Pedagogy (4 works)