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1.
Retirement proximity's role in the prediction of satisfaction in academe   总被引：1，自引：2，他引：1  
As of January 1, 1994, the Amendments to the Age Discrimination in Employment Act eliminated mandatory retirement of college faculty. This change allowed faculty to schedule their retirement in accordance to a personal timetable and not necessarily by chronological age. This study proposes a conceptual model of faculty satisfaction as applied to three subgroups, defined by the number of years until voluntary retirement from academe. Findings suggest the model to be moderately predictive in determining the diverse proportions of factors for each group. Paper presented at the 1993 meeting of the Association for Institutional Research May, 1993.  相似文献   

2.
This paper uses coefficient estimates from a model of retirement decision-making for faculty members in higher education institutions to simulate the impact of financial incentives for early retirement. The results suggest that plans can be designed to induce relatively large numbers of faculty members to retire prior to the mandatory retirement age. However, the costs of hiring replacements plus pension subsidies can be substantial, especially if the subsidies are directed toward faculty members with relatively low salaries. Hence, institutions wishing to provide open positions to hire new faculty may prefer different incentive plans than those whose goals do not require filling each position with a new faculty member.  相似文献   

3.
Postponed faculty retirements, combined with declining student enrollments and persistent inflation, are causing increasing concern in higher education. The 1978 Amendments to the Age Discrimination in Employment Act establish the mandatory retirement age at 70, but exempt tenured faculty from this provision until 1982. The legislation focuses attention on the retirement aspect of the problem, and researchers are busy analyzing the issue to help the industry plan for the impact of the new law.Most analysts approach the task from the aggregate perspective, and apply industry norms to individual institutions. The variations among institutions undermines the validity of this approach. This article demonstrates the problems of the aggregate analysis, and offers an alternative for individual institutions.  相似文献   

4.
The present study uses the USC Faculty Planning Model to determine the impact of changes in the mandatory retirement age. Analysis was performed for three faculty groups, differing in age and rank distributions, and with three different policy scenarios (representing low turnover, high turnover, and retrenchment). Results indicate that the impact of changes in retirement age will vary considerably depending upon the initial faculty age and rank distributions and, to a lesser extent, upon the policy assumptions made.  相似文献   

5.
Dorfman et al. (1982) compared the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. This companion piece based on the same survey compares the professors' reactions to retirement. Results show that a majority of faculty from all types of institutions plan for retirement, are positive about retirement, and give suggestions for institutional retirement policy. The retired professors recommend the following: (1) help in planning, (2) more information about retirement, (3) support for continued work, (4) gradual retirement. Major differences among institutions are the following: (1) comprehensive university faculty plan for retirement more than do faculty from the other institutions, (2) faculty from both universities begin financial planning at a younger age than do faculty from the liberal arts colleges, (3) research university faculty miss work and like having time to spend on professional activities more than do faculty from the other institutions.  相似文献   

6.
ABSTRACT

More than a decade ago, as the end of mandatory retirement for faculty approached, many academic administrators were concerned about its negative impact on their institutions. With the assistance of a variety of incentives put in place to encourage voluntary retirement, a significant number of senior faculty retired during the 1990s. Now, the looming loss of millions of “baby boomer” faculty requires rethinking faculty retirement. Administrators have two urgent issues to address: defining and maintaining a balance of junior and senior faculty, and designing and implementing effective retirement programs for this new generation of aging faculty. Important differences between previous and future generations of faculty suggest that retirement programs that worked in the past may no longer be effective for the institution—and may not appeal to the faculty. Federal and state governments, businesses, and organizations are preparing to respond to the forthcoming biggest wave of retirement in our country's history. Academic administrators, who pioneered phased-retirement programs, will want to stay on top of this wave too.  相似文献   

7.
Recently a new law was enacted that would raise the mandatory retirement age from 65 to 70 for all occupational groups except tenured faculty in higher educational institutions. The exception for faculty, which extends to 1 July 1982, was granted because tenure holding professors enjoy a measure of job security that is unknown outside the academic sphere; this uniqueness led many to feel that an extension of faculty lifetime careers could possibly have very serious effects on the fiscal and academic health of colleges and universities, and that a delay was necessary in order that the situation could be carefully researched. This paper analytically investigates these conjectures and rigorously shows that they have been greatly exaggerated. By using a four stage model of the tenure system, it is easy to show the effect of progressively later retirements on the tenure ratio, flow of new faculty, and faculty salary budget. As many researchers would intuitively feel, neither early nor late retirement has an unusually disruptive effect on any of these critical variables.  相似文献   

8.
弹性退休是国际上多数高校应对教师队伍老龄化的主要措施,但由于社会背景、大学传统和学校具体情况的不同,大学形成了多样化的退休制度设计和富有启发的实践方式。基于麻省理工学院、斯坦福大学、哈佛大学、牛津大学、剑桥大学五所世界一流高校的退休制度文本,分析弹性退休的实施状况,研究发现,英美一流大学的弹性退休制度包含四点共同的核心要素:灵活的退休年龄、渐进化的退休方式、能力导向的年长教师续任标准以及益老的教师续任工作环境。在具体的弹性退休措施上,五所高校有所差异。  相似文献   

9.
This article examines (1) the elimination of mandatory retirement in American higher education, (2) research related to retirement decisions of university faculty, and (3) the author's thoughts and feelings before and following retirement from academia. An interior monologue, stream-of-consciousness method is used to reflect the author's movement into retirement following 35 years as a university professor. Reminiscence, life review, and a pilgrimage after 50 years to the author's childhood home, are incorporated in relation to the retirement process. The subsequent decision to embrace part-time university teaching is reflected within the interior monologue and in relation to recent retirement research.  相似文献   

10.
The formulation of institutional goals in higher education often involves input from various campus constituencies including faculty. The faculty's viewpoint is typically treated as though it were a uniform perception. The research reported here tested the uniform nature of the faculty's goal orientations. Statistical comparisons were conducted on mean ratings of five discipline groups of 207 faculty from a major public university on the scales of the Institutional Goals Inventory. Although discipline groups shared common viewpoints on the importance of academic instruction, intellectual pursuits, and research, major differences among groups were found for goals involving university service, off-campus instruction, accountability, intercollegiate athletics, and humanistic values. Institutional planners desiring a change in one of these latter areas should expect different levels of faculty support and resistance from different discipline groups.  相似文献   

11.
Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented.  相似文献   

12.
This study dealt with university faculty attitudes toward the validity of and varying uses for student evaluations of teaching. It was hypothesized that faculty attitudes toward the potential uses of student evaluations would be systematically related to a professor's a priori frame of reference regarding the validity of these instruments. On the basis of responses to selected questionnaire items, faculty were divided into those whose frame of reference (1) opposed the idea that student evaluations could be made valid, (2) supported the idea that existing evaluation forms were valid, and (3) were uncommitted regarding this validity question. A fourth group, administrators at the university, were also surveyed. Large and consistent differences among these groups were found on policy matters such as the use of student evaluations in tenure and promotion decisions, in providing information to students to help them choose courses, and on a variety of other issues. In each case the results supported the hypothesis.Authors' names are ordered randomly.  相似文献   

13.
Investments in the select few who already are or will become academic leaders are essential but insufficient. Investments also need to be made in collective leadership because leadership is an activity or function, not merely a person. Both good leaders and collective leadership are needed in the never-ending journey toward selective excellence. A review of the challenges and opportunities manifest in the internal and external environments for higher education supports this claim and five others. First, there are certain non-negotiable strategies. Second, every leadership strategy is an intervention. Third, contingent leadership with multiple strategies is nearly mandatory. Fourth, organizational readiness for change is an enduring priority. Finally, leadership is founded on disciplinary stewardship. To thrive, kinesiology must be both a fortress discipline and an adaptive, connected discipline. Keeping the best of specialization, while combating fragmentation, stewardship must be firmly connected to faculty career identities and structures provided by existing and newly-configured sub-disciplines.  相似文献   

14.
Presidents of AGHE‐affiliated colleges and universities expressed a predominantly negative assessment of their elderly faculty members in response to a national survey (Kastenbaum & Schulte, 1988). They anticipated that the abolishment of mandatory retirement (scheduled for 1994) would lead to deterioration of instructional quality and scholarly productivity as well as a negative economic impact at their own academic institutions. However, very few of the responding institutions reported having completed studies relevant to this assumption. The present study is a follow‐up survey addressed not to the presidents but to the directors of all gerontology centers in the same academic institutions. The respondents were asked if their own administration had asked their assistance in matters concerned with the status and potential of elderly faculty. This study of gerontology on the “home front” finds that gerontological expertise is rarely sought by administrators on such topics as developing a plan for continued growth of older faculty members, new ways to utilize older faculty members, or personnel policies affecting older faculty members. The range of utilization across five items was between 3.26% and 7.09% of the 172 responding programs. Gerontology programs were somewhat more likely to initiate their own activities in these areas, ranging from 8.66% to 14.17%. Within the limits of this study, it appears that an academic institution's membership in AGHE does not necessarily signify a readiness to call upon its resident gerontologists with regard to age‐related issues on campus. The pattern of data from both surveys also suggests that (a) there ir a nationwide emphasis on encouraging older faculty to take early r irement, (b) accompanied by a prevailing assumption that older faculty perform less adequately, although (c) little effort has been made to obtain and review data on the actual performance and potential of older faculty.  相似文献   

15.
This article describes the results of a mixed-methods study that examined the perceptions of community among online faculty in Washington state community and technical colleges. Twelve community and technical colleges were randomly selected from the 34 colleges in Washington state. Results indicated significant differences between females versus males on questions related to motivators, time, and interactions. A significant difference existed among program area faculty related to regularly scheduled community-building activities. There were no significant differences between responses from full-time versus adjunct faculty or among the responses based on instructors’ number of years teaching online or their age. The results of this study suggest a strong agreement (87%) among all faculty on the value and importance of interacting with other online colleagues regarding effective online teaching practices.  相似文献   

16.
A total of 165 faculty from 8 of the 9 colleges in the Virginia Community College System that offer educational programs to prisoners were tested to investigate attitudes toward correctional inmates and willingness to participate in off‐campus programs at correctional institutions. Attitudes were defined operationally as scores on a 17‐item semantic differential with “correctional inmate” as the concept and a 12‐item Likert rating scale, both developed specifically for use in the study. Via an orientation program designed to provide contact among faculty, inmates, and the correctional environment, the attitudes of a portion of the sample were significantly altered. Generally faculty who consider their prior contact with inmates to be greater than average and those who have had experience teaching in correctional settings express more favorable attitudes. In addition, black faculty members and assistant professors score higher (more positively) on evaluative criteria than white faculty members and those of the other academic ranks. The age, sex, and years teaching experience of faculty were not found to be significant variables in their attitudes toward inmates.  相似文献   

17.
The higher education popular press has published several forecasts of faculty shortages due to the mass retirement of expansion era faculty and the forecasted low numbers of doctoral graduates. These forecasts of national shortages encouraged a local study of faculty attrition in a four-campus university system. The local study considered two factors not accounted for in national studies but important locally: whether disciplinary field of study or campus location (urban or rural) has been associated with faculty attrition in the recent past and should therefore be considered when modeling demand for new faculty. Discipline and institution location were found to have no significant effect on the likelihood of faculty to continue employment from year to year when faculty age was controlled. Although retirement rate was expected to increase, no evidence of mass retirements producing an increased demand for new faculty was found. The lack of forecasted increases in demand for faculty locally led to reconsideration of national forecast studies, especially when it was determined that the age distribution of faculty across system campuses was similar to faculty nationwide. This paper questions whether there is sufficient evidence, as presented in the popular press, to support special action to increase the supply of faculty.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991.  相似文献   

18.
This study investigated the importance of discipline variations in understanding faculty turnover behaviors. A representative sample of university faculty in Research and Doctoral universities was obtained from a national database. Faculty members, self-identified into a primary academic area, were grouped into eight discipline clusters according to an established framework. Multiple regression models were constructed to examine within each cluster the relative importance of a list of factors that have been identified to be related to faculty turnover. Cross-discipline comparisons of within-cluster variable prioritization revealed substantial discipline variations with regard to the major factors that are critical to faculty turnover. The findings produced evidence that discipline-specific information was indispensable to institutional administrators and policy makers for effective faculty retention.  相似文献   

19.
This study examines burnout and related issues among 265 university faculty members. The study estimates the percentage of incidence of highest levels of burnout is at half the rate of the general workforce. Female faculty members have significantly higher mean scores on emotional exhaustion than males, while male faculty have higher scores on depersonalization. Significant differences were not found across race/ethnicity groups but age is inversely correlated to emotional exhaustion. Burnout shows significant correlations with numbers of students taught, time invested in various activities, and numerical student evaluations. Suggestions are given to administrators for using a preventive strategy to anticipate burnout, rather than relying on reactive techniques, once it has occurred.  相似文献   

20.
This paper considers some important psychological aspects of the academic experience for male and female graduate faculty members and students. Drawing on data collected in a recent national study of doctoral program quality, information pertaining to the graduate department's environment for learning, the extent of faculty members' concern for students, graduate student assistantship experiences, and faculty members' satisfactions and views about various departmental practices and policies are examined. Gender differences in both student and faculty member perceptions of their environments were found to be generally slight and to vary by discipline.  相似文献   

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