137 Book Reviews / Comptes Rendus O n e o f the major acknowledgments o f Total Quality M a n a g e m e n t H i g h e r E d u c a t i o n is t h a t T Q M administrative and support h a s a p l a c e i n t h e c l a s s r o o m as w e l l as t h e areas o f the academy. Because Sims and S i m s h a v e not o n l y attended to a s o u n d theoretical basis, but h a v e clearly offers demonstrated much insight implementing T Q M the b o o k , h o w e v e r , the application into w h a t works o f theory to practice, and what does into an academic environment. is t h e w a y not also this book work when T h e real strength in w h i c h the principles o f T Q M are Sims h a v e m a n a g e d to demonstrate clearly that T Q M is n o t ' j u s t a n o t h e r or a that 'prepackaged mindfully, management according to program' but each university's it m u s t strengths of con- t i n u o u s l y b e i n g w o r k e d a n d r e w o r k e d in diverse settings. S i m s a n d mented in fad' be imple- and weak- nesses, climate a n d culture, a n d that n o t w o universities are alike. ^ References Calek, A. (1995). Quality Progress, fifth quality in education listing. Progress, 41-73. Quality Helms, S., & Key, C.H. (1994). Are students more that customers in the classroom? Quality Progress, 97-99. Roberts, H.V. (1995). Academic initiatives in total quality management for higher education. Milwaukee, Wisconsin: ASQC Quality Press. Seymour, D. (1993). On Q: Causing quality in higher education. Phoenix AZ: Oryx Press. C O Q O G O C O G O C O G O O O C O O O Centra, John A . (1993). ing and determining Reflective faculty Bass Publishers, pp. xx-244. faculty evaluation: effectiveness. $38.95 San Francisco, volume Determining updates Faculty and greatly Effectiveness C A : teachJossey- (Cdn). Reviewed by Colin Baird, University of Western This Enhancing expands Ontario. Centra's (Jossey-Bass). 1979 I t is a h i g h l y bestseller readable, v e r y u s e f u l a d d i t i o n t o t h e s m a l l l i t e r a t u r e i n t h i s a r e a . T h e a u t h o r is p r o fessor a n d c h a i r o f the H i g h e r E d u c a t i o n P r o g r a m at S y r a c u s e University Canadian Journal of Higher Education Vol. XXVI-1,1996 138 Book Reviews in N e w / Comptes Y o r k state. H e b e g i n s the b o o k b y d i s c u s s i n g the r o l e o f tion in i m p r o v i n g cepts Rendus the effectiveness of formative and o f instructors, summative evaluations. evalua- introducing the con- Centra then outlines a m o d e l for the i m p r o v e m e n t o f teaching. A pleasant surprise w a s the inclusion o f Chapter 2, " A p p r o a c h e s to Teaching and Implications for Evaluation", which summarizes in a useful teaching methods, s o m e alternatives a n d modifications to the lecture m e t h o d , the character- manner the historical b a c k g r o u n d istics o f a c t i v e teaching learning methods method definitions with Bloom's to various including a correlation o f cognitive o f effective teaching. This levels, appropriate and the qualities chapter has high value itself, i n d e p e n d e n t o f the r e m a i n d e r o f the b o o k a n d s h o u l d b e r e a d i n g in the " h o w to teach" courses for n e w faculty that are across C a n a d i a n In some experiences example, very and in and of required spreading campuses. o f the nine chapters, a n d gives his o w n in C h a p t e r 4 Centra finishes b y conclusions ("Using Student reporting his own a b o u t the topic at h a n d . Evaluations: For Guidelines and B e n e f i t s " ) , after r e v i e w i n g evidence f r o m the literature o n the use o f evaluations for teaching improvement a n d in tenure/promotion decisions, gives a d o z e n valuable, pragmatic guidelines "based on m y o f study results a n d o n discussions I have had with other researchers, selected faculty m e m b e r s , and administrators w h o h a v e used student uations." (p. eval- 8 9 ) R e s e a r c h o n s t u d e n t e v a l u a t i o n s o f t e a c h i n g p e r se, the various instruments c o m m o n l y he interpretation used, their reliability a n d validity p o s s i b l e biases, etc., are e f f e c t i v e l y d i s c u s s e d i n C h a p t e r 3. I n t h e s e e.g. and chap- ters a n d t h r o u g h o u t t h e w h o l e b o o k , o n e o f C e n t r a ' s s t r e n g t h s is h i s a b i l i t y to s u m m a r i z e the essential conclusions a n d to explain t h e m in language t h a t is r e m a r k a b l y c l e a r , r e a d a b l e a n d f r e e o f j a r g o n . T h e increasingly popular construction o f teaching dossiers or teach- i n g p o r t f o l i o s f o r f a c u l t y m e m b e r s a n d a l s o f o r g r a d u a t e s t u d e n t s is cussed in Chapter c o m m u n i t y college 6. Centra and details describes his h o w o w n study they were o f dossiers used in r e n e w a l decisions. H e also discusses teachers self-reports, and Canadian Journal of Higher Education Vol. XXVI-1,1996 a contract concludes that w h e r e a s they can be useful in instructional i m p r o v e m e n t efforts, research literature does not support their use in s u m m a t i v e disat the evaluations. 139 Book Reviews Although tackles the the great majority subject research and research effectiveness differences by o f the b o o k of determining in service the in Chapter 7. concerns effectiveness Issues Rendus teaching, discipline addressed and type o f university, constitutes research. Centra of academics include the question o f quantity ethics in in measuring versus quality, in research, the and efforts to broaden relationship b e t w e e n teaching and research, definition o f what / Comptes the In judging quality, Centra ments u p o n the use o f citation indexes and written peer reviews. A comstudy b y F e l d m a n q u o t e d in this chapter indicates that the relationship between teaching effectiveness and research productivity has an average correla- tion coefficient o f o n l y 0 . 1 2 , w h i c h g i v e s rise in m y m i n d to the o f " t w o cultures" in our universities. Centra spends a significant o f space o n the topic o f broadening the definition o f research, describing in detail B o y e r ' s four categories o f scholarship - o f discovery, o f tion, o f application, the A m e r i c a n and o f teaching. Historical Association Concrete examples notion amount integra- suggested o f activities that can be included u n d e r each o f these categories are also described. F i n a l l y , specific ples o f w h a t constitutes Service are C h a p t e r 8, " L e g a l Considerations in F a c u l t y E v a l u a t i o n " , is probably g i v e n that the e x a m p l e s based u p o n A m e r i c a n law. Centra's b o o k ends w i t h a survey (with actual e x a m p l e s ) o f student rating instruments that are generally and o f sample forms for classroom observation and colleague I found Centra's book date information and suggestions o f faculty performance, and administrators accountability thoroughly w h o are and/or teaching and heed to be a v e r y useful some improvement o f the experience s i m p l y r e i n v e n t i n g t h e w h e e l at t h e i r o w n developing would do some evaluation. in the area o f teaching. contemplating are available, source o f concerning the area o f the especially exam- discussed. o f limited interest a n d utility to C a n a d i a n s , Overall by up-to- evaluation Academics methods well to read gained elsewhere o f it before institutions! 00000000000000000000 Canadian Journal of Higher Education Vol. XXVI-1,1996