The Career Development of Pretenure Faculty: An Institutional Study.

Sorcinelli, Mary Deane; Billings, Deborah A.

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Record Details - ED359875

Title: The Career Development of Pretenure Faculty: An Institutional Study.

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Title:	The Career Development of Pretenure Faculty: An Institutional Study.
Authors:	Sorcinelli, Mary Deane; Billings, Deborah A.
Descriptors:	Career Development; College Faculty; Collegiality; Comparative Analysis; Employer Employee Relationship; Higher Education; Job Enrichment; Job Satisfaction; Nontenured Faculty; Quality of Working Life; Questionnaires; Teacher Attitudes; Teacher Morale; Work Attitudes
Source:	N/A
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Publisher:	N/A
Publication Date:	1992-00-00
Pages:	36
Pub Types:	Reports - Descriptive; Speeches/Meeting Papers
Abstract:	A study examined untenured faculty at the University of Massachusetts (Amherst) to determine their job satisfaction and work stress, changes in these areas over time, and ways the university could enrich their job experience. Two cohorts were studied via questionnaires. The first cohort comprised first-year faculty (N=23) and the second comprised all other tenure-tracked faculty (N=185). Questionnaires were returned by 100 faculty in the second cohort, and by 19 of 23 faculty in the first cohort; 20 of the first cohort faculty were also interviewed. Findings showed that from optimistic and enthusiastic beginnings, work stress increased and job satisfaction deteriorated over time. Budget restrictions and less resource availability were seen as being detrimental to career development. New faculty desired more assistance than they received in adjusting to their new setting and in establishing themselves as researchers and teachers, a condition particularly strong in female faculty. Finally, 82 percent of faculty, after their first year, indicated a likelihood of seeking jobs with other universities within the next year. These results suggest a greater need to provide social, intellectual, and physical support in attracting, developing, and retaining new and junior faculty, and recommendations for this are provided. Contains 10 references and 10 tables. (GLR)
Abstractor:	N/A
Reference Count:	0

Note:	Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).
Identifiers:	University of Massachusetts Amherst
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	Massachusetts Univ., Amherst. Center for Teaching.
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	Administrators; Practitioners
Languages:	English
Education Level:	Higher Education

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