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1.
Encouraging multiple forms of scholarship in faculty reward systems: Does It Make a Difference? 总被引：1，自引：0，他引：1
This article presents findings from a national study of Chief Academic Officers of 4-year institutions on the impact of policy efforts to encourage multiple forms of scholarship in faculty roles and rewards. The extent of reform, kinds of reform and influence of initiating reform is examined in four areas: expectations for faculty evaluation, the faculty evaluation process, promotion and tenure outcomes, and institutional effectiveness. The findings are also examined by institutional type. Findings from this study show that campuses that initiated policy reforms to encourage multiple forms of scholarship were significantly more likely than their counterparts to report that teaching scholarship and engagement counted more for faculty evaluation, to report a broader set of criteria used to assess scholarship, and report a higher percentage of tenure and promotion cases that emphasized their work in these areas. In addition, CAOs at campuses that initiated reforms reported a greater congruence between faculty priorities and institutional mission, and greater improvement in attention to undergraduate learning over the last decade. 相似文献
2.
Many previous time allocation studies treat work as a single activity and examine trade-offs between work and other activities. This paper investigates the at-work allocation of time among teaching, research, grant writing and service by science and engineering faculty at top US research universities. We focus on the relationship between tenure (and promotion) and time allocation, and we find that tenure and promotion do affect the allocation of time. The specific trade-offs are related to particular career paths. For example, full professors spend increasing time on service at the expense of teaching and research while longer-term associate professors who have not been promoted to full professor spend significantly more time teaching at the expense of research time. Finally, our results suggest that women, on average, allocate more hours to university service and less time to research than do men. 相似文献
3.
Two explanations of congruency of ideal (intent) and actual (action/behavior) work of faculty are examined—reward expectations and referent others. Based on interviews with 5 college deans and 32 chairpersons, a survey of 503 faculty (69% return rate), and institutional data, it was found that referent others' goals have a greater influence than reward expectations on the congruency of work actions and intentions of faculty. Peers, chairpersons, and deans affect, in differing ways, the congruency of actions and intentions of faculty. Overwhelmingly, peers have the strongest effect, followed by chairpersons and deans. Of the three reward expectations variables (perception that work leads to tenure, promotion to associate professor, and merit salary increases), only the perception that work leads to tenure affects congruency of faculty work actions and intentions. 相似文献
4.
The purposes of this micro-level, detailed qualitative study of a university faculty in a large city in China are threefold: to identify the sources of institutional promotion criteria, to illustrate the experiences of frontline faculty members with these criteria and their perceptions of them, and to discuss the possible bearings of the findings on the modification and reform of the existing system for faculty evaluation and promotion in China. The data and analyses suggest that promotion criteria at the institutional level are largely influenced and determined by the policies that are developed by regimes at the national level. My research further suggests that faculty members are highly reflexive and pragmatic with respect to external definitions of scholarship. Future efforts in faculty evaluation and promotion might need to move the locus of the teaching criteria for promotion to the departmental and workgroup levels and broaden the research criteria to include faculty “knowledge application.” Research work may need to be reviewed for content rather than evaluated in terms of language or quantity. 相似文献
5.
David S. P. Hopkins 《Higher Education》1974,3(4):397-418
A mathematical model of faculty flow was used to predict the effects of new operating policies on the age and rank composition of a large group of university faculty. Specific policies analyzed with this model include changing promotion rates for nontenure faculty, extending service times in nontenure, and implementing an early retirement program for tenure faculty. 相似文献
6.
This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members’ fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members (p?<?.01). Faculty members who were more satisfied with collegiality (p?<?.001) and with college commitment to their fields (p?<?.05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations (p?<?.05). 相似文献
7.
H. Carol Greene Katherine A. O’Connor Amy J. Good Carolyn C. Ledford Betty B. Peel Guili Zhang 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):429-447
This article describes the experiences, perceptions, and available support systems of untenured faculty from a south eastern United States public university system in their progress toward tenure. Survey results were used to develop a model support system for new faculty. Data were collected from an online survey sent to 191 tenure‐track faculty in colleges of education, yielding a 50% (n = 96) response rate. The following research questions guided this research: (a) What are the expectations for teaching, research and service in the colleges of education surveyed? (b) In what ways are untenured faculty supported and/or mentored? (c) What kind of support system(s) need(s) to be in place to assist new faculty in balancing teaching, research, and service expectations? In this mixed‐methods study, respondents were asked about their workload, expectations for tenure, and formal and informal support they received on the tenure track. Untenured faculty reported stressful and unbalanced lifestyles, and work expectations exceeded assigned workloads for several institutions. A new faculty comprehensive support system model is suggested. 相似文献
8.
Universities in Australia are becoming increasingly concerned with their reputation as ‘engaged’ institutions. Yet there is significant confusion about what this idea of ‘engagement’ means and no clear way of measuring or reporting it. In part, this is because of the nature of engagement itself which is dependent on local context, partnerships and communities. This presents a difficulty for academic staff undertaking engaged work within institutions and stresses the need for institutions to develop internal processes that clearly articulate definitions of engagement, set out performance expectations and provide processes for the reward and recognition of the scholarship of engagement. In a sector increasingly concerned with the outputs of research as measurable by publication bibliometrics and grant income, the sometimes difficult to measure outcomes of engaged work can become relegated and dismissed. As part of a project to articulate performance expectations in the area of the scholarship of engagement for academic promotion at the University of Wollongong, researchers undertook an extensive international literature review to learn what had been done in this area previously and to identify issues of concern. This paper sets out the findings from this review, considers the implications of engaged scholarship for academic promotion and suggests some possible ways forward for institutions and staff working in this area. 相似文献
9.
Erin L. Dolan Samantha L. Elliott Charles Henderson Douglas Curran-Everett Kristen St. John Phillip A. Ortiz 《Innovative Higher Education》2018,43(1):31-39
Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process. 相似文献
10.
《Ethnography and Education》2013,8(3):328-342
This paper analyses the role that forms of documentation play in faculty members' experiences of tenure and promotion. Taking an institutional ethnography approach, it examines inconsistencies and ambiguities in documents and connects them to the experiences of science, technology, engineering and mathematics (STEM) faculty at one institution in the USA. The authors argue that the university documentation surrounding tenure and promotion does not capture the actual practices and experiences of faculty members as they prepare for their tenure or promotion and that the documentation creates a ‘flexibility bind’ of tenure and promotion. Faculty members' strategies for navigating this bind are also examined. The implications of these findings for diversity among STEM faculty are also explored. 相似文献
11.
ABSTRACTPostsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa’s borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories. 相似文献
12.
Dr. John R. Hills 《Research in higher education》1974,2(4):317-324
Student ratings of faculty have traditionally been obtained in a manner designed to be useful to the individual faculty member or to other students. It is now sometimes proposed that the resulting data be used to determine faculty pay, promotion, and tenure. Recent articles and the reviews of past literature on ratings are analyzed to determine whether student ratings are usually associated with teaching effectiveness, whether they are sometimes biased by irrelevant factors, whether faculty can effectively revise their behaviors to improve their ratings, and whether improved ratings result in improved teaching effectiveness. The results tend to indicate that student ratings of faculty as they are currently collected cannot be trusted for considerations of pay, promotion, and tenure. 相似文献
13.
Robert Boice 《Research in higher education》1987,26(3):311-326
A review of the literature on released-time programs shows a trend away from uncritical acceptance. Emerging skepticism about released time from teaching or service stems from a lack of evidence supporting its usefulness and from the mixed messages it gives about the value of teaching. Four demonstrational experiments confirm that skepticism by showing that (1) verified assessments of normal work loads contradict faculty claims of being too busy for additional scholarship; (2) faculty given released time usually persist in old habits; (3) new faculty showed no obvious benefits of a typical released-time program; and (4) faculty in released-time programs verbalized real doubts about how to use extra time for meaningful scholarship. A fifth experiment suggests an alternative to traditional released-time programs: faculty who claimed too little time for regular scholarship learned to produce significant amounts of writing by finding time for brief, daily writing sessions. 相似文献
14.
Jill Channing 《Community College Journal of Research & Practice》2013,37(11):757-760
ABSTRACTOver the years, there has been an increased call for accountability by legislators, policy makers, and the public for educators at all levels (Arreola, 2007; Fincher, 1983). College and university professors have not traditionally been subjected to much oversight or evaluation, especially after they receive tenure. Nevertheless, there are many models for tenure and posttenure evaluation (Arreola; Buller, 2012; Licata, 1986; Licata & Morreale, 1999). Each model emphasizes a variety of purposes such as encouraging faculty’s development as educators, as scholars, and as members of college communities. Other reasons include making recommendations for retention and/or tenure, evaluating teaching effectiveness, and evaluating overall performance. Provided here is an analysis of administrators’ and faculty members’ differing perceptions of faculty evaluations as well as suggestions for improving faculty performance reviews and implications for further study of faculty evaluation. 相似文献
15.
Faculty members at state-related comprehensive universities (SCUs) are ‘caught in the middle,’ caught between the demands of a research university model of higher education and other models such as that of the liberal arts or community colleges. They are caught in the ambiguity of not having determined their own identity. The SCUs are a major for?e in higher education that resulted from historical trends and the demands of parents, students, and state legislators for services. But the emerging form of these institutions has yet to complete its metamorphosis. During their transformation, the SCUs have emulated the high-status research universities as their own low status forced a search for an identity different from their origins, commonly as teachers colleges. The unfortunate consequence of the SCUs' quest for status has been low faculty satisfaction and additional loss of institutional self-esteem. Furthermore, an emphasis on published research has led to a disparagement of scholarship as it is manifested in teaching and service. As faculty members focus more on disciplinary research, their involvement with students and in university governance and other campus affairs diminishes. What can SCUs do? Five alternative approaches that SCUs could use to develop distinct identities appropriate to their constituencies are examined. The concept that connects these different approaches is ‘scholarship,’ in its traditional sense. A broader definition of scholarship could enable the SCUs to achieve excellence in ways not dictated by the research university model. There is some reason to hope that there is increasingly effective internal and external pressures for SCUs to develop and enact such distinctive identities. 相似文献
16.
Janet H. Lawrence Sergio Celis Hee Sun Kim Sarah Ketchen Lipson Ximeng Tong 《Higher Education》2014,67(5):511-531
The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave. 相似文献
17.
James R. Gress 《Research in higher education》1976,4(3):247-256
This exploratory study isolated factors useful for predicting faculty attitude toward collective bargaining (CB) in higher education. Research sought, first, to measure the strength of bivariate relationships between a CB attitude measure and other attitudinal and demographic variables and to investigate the nature of multivariate relationships between the former criterion and the latter predictors. Second, the underlying structure of the most useful predictor was examined. Results showed that measures of faculty perceptions of potential bargaining issues — including monetary issues, working conditions, participation in institutional decision-making and promotion and tenure policies — as well as individual faculty compensation were the most useful predictors of CB attitudes. Conclusions related these findings to alternatives for higher education faculty and administrators as well as for potential faculty organizers and bargaining agents. 相似文献
18.
Janet G. Donald 《Assessment & Evaluation in Higher Education》1984,9(1):41-52
This paper investigates procedures and criteria for the evaluation of faculty in higher education. It first surveys the different indices currently in use for evaluating research, teaching and service activities. It then discusses the use of these criteria in view of the shifting framework of evaluation in the university from that based on promotion and tenure decisions to one which is based on institutional review. Finally, conditions for the success of faculty evaluation are outlined. These include evaluation procedures that are consultative in nature, the specification of criteria and standards, and an emphasis on the critical role of faculty in evaluation and in becoming evaluators themselves. 相似文献
19.
Striving universities seek to gain prestige in the academic market. One characteristic of striving universities is a change in the faculty reward system. In this study, we examined historical promotion and tenure criteria in five disciplinary units at one striving university and then conducted interviews with senior faculty and recently tenured faculty in each unit to better understand the striving dynamics at play. Findings demonstrated that pressures to seek legitimacy were a result of the faculty themselves, the institution’s desire to gain legitimacy through an increased research profile and the disciplinary ties outside the university. 相似文献
20.
William C. Weiler 《Research in higher education》1985,23(3):270-278
This paper uses the results of a survey of tenured faculty members who resigned from the University of Minnesota to analyze the factors that influenced their decisions to leave. The results indicate that the probability of accepting an outside offer is positively related to the expected salary gain, but that other general factors are also important determinants of faculty decision making in this area. However, even with the survey results, we know very little in any systematic sense about specific factors that influence individual faculty decisions, particularly about differences in these factors for those faculty who leave as opposed to those who remain. To analyze faculty retention more completely, we need additional information about the personal circumstances of faculty members who are and are not retention cases and more extensive information on why the retention cases made their eventual choices about staying at or leaving the institution. 相似文献