Faculty Views of the Academic Environment: Situational vs. Institutional Perspectives

Abstract

In an attempt to determine the relative importance of institutional vs. situational perspectives in influencing faculty perceptions of the academic environment, Institutional Functioning Inventory responses were obtained from representative samples of faculty, students and administrators at a diverse cross-section of American colleges. Though administrators tended to have more favorable views than those of the students or faculty members, the evidence strongly suggests the presence of one generally-perceived environment, rather than a series of sub-environments dependent upon group membership. Furthermore, faculty views seemed to be relatively independent of various faculty situational variables, such as academic rank, teaching load, and academic field.