Your search found 311656 results.

Descriptors:
College Faculty; Ethnic Groups; Productivity; Teaching Experience; Faculty Mobility; Teacher Persistence; Foreign Workers; Disproportionate Representation; Teacher Background; Teacher Characteristics; Higher Education; Statistical Distributions; Job Satisfaction; Profiles; Cross Cultural Studies; Institutional Research

Abstract:
In the past 20 years, the number of international faculty members at American universities has continued to increase rapidly. This growth is evident in data showing that the proportional representation of foreign-born faculty easily surpasses that of domestic underrepresented racial/ethnic groups. The increasing presence of international faculty members is validated using multiple data sources, and their professional experience is examined in terms of the perception of academic life, productivity, and career mobility. The primary interest of this chapter on international faculty and their professional experiences in U.S. higher education institutions is based on the assumption that international faculty are considered to be different than domestic faculty in their academic experiences, largely due to their cultural, educational, and language backgrounds. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Job Satisfaction; Researchers; College Faculty; Colleges; Labor Turnover; Faculty Mobility; Teacher Persistence; Stress Variables; Teaching (Occupation); College Administration; Administrators; School Culture; Collegiality; Teacher Salaries; Teacher Employment Benefits; Fringe Benefits; Professional Autonomy; Faculty Workload

Abstract:
According to the Carnegie Foundation, faculty job satisfaction has declined drastically over the past few decades at institutions of higher education (Shuster and Finkelstein, 2006). Researchers have also found that faculty satisfaction is critical to the vitality of colleges and universities (Clark, Corcoran, and Lewis, 1986; Farrell, 1983). Senior faculty members, defined here as those who have tenure, can significantly impact institutional vitality because they make up 50 percent of the professoriate (U.S. Department of Education, 2008). In addition, a recent study suggests that one disengaged senior faculty member can significantly damage an entire academic unit at a college or university (Huston, Norman, and Ambrose, 2007). Due to the potential for such negative effects, researchers have asked the following question: What factors affect senior faculty retention and attrition at institutions of higher education? The author begins this chapter by analyzing the most common factors presented in the literature. He then argues that institutions must consider the particular needs of their senior faculty members and be willing to make change(s) to retain them. In addition, he finds that further research can better inform institutions as they diagnose and attend to their senior faculty. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Employment Practices; Higher Education; Collegiality; College Faculty; Tenure; Job Satisfaction; National Surveys; Best Practices; College Administration; Work Environment; Educational Trends; Faculty College Relationship

Abstract:
Landing a tenure-track position is no easy task. Achieving tenure is even more difficult. Under what policies and practices do faculty find greater clarity about tenure and experience higher levels of job satisfaction? And what makes an institution a great place to work? In 2005-2006, the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education surveyed more than 15,000 tenure-track faculty at 200 participating institutions to assess their job satisfaction. The survey was designed around five key themes for faculty satisfaction: tenure clarity, work-life balance, support for research, collegiality, and leadership. "Success on the Tenure Track" positions the survey data in the context of actual colleges and universities and real faculty and administrators who talk about what works and why. Best practices at the highest-rated institutions in the survey--Auburn, Ohio State, North Carolina State, Illinois at Urbana-Champaign, Iowa, Kansas, and North Carolina at Pembroke--give administrators practical, proven advice on how to increase their employee satisfaction. Additional chapters discuss faculty demographics, trends in employment practices, what leaders can do to create and sustain a great workplace for faculty, and what the future might hold for tenure. An actively engaged faculty is crucial for American higher education to retain its global competitiveness. Cathy Ann Trower's analysis provides colleges and universities a considerable inside advantage to get on the right track toward a happy, productive workforce. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teacher Effectiveness; Higher Education; College Faculty; Adjunct Faculty; Evidence; Program Effectiveness; Teaching Methods; Job Security; Department Heads; Part Time Employment; Teacher Attitudes; Part Time Faculty; Teacher Salaries; Salary Wage Differentials; Fringe Benefits; Persistence; Teacher Evaluation; Interprofessional Relationship; Job Performance; Expectation; Teacher Surveys; Statistical Analysis; Comparative Analysis

Abstract:
The growing use of part-time, non-tenure track faculty in higher education has become a nationwide phenomenon. The college-teaching part-time instructor is one who is working for low pay, has little job security, and has few benefits. College part-time instructors' employment is in a contingent state. They do not have the job protection provided to tenured professors because they are usually hired for only the upcoming term with no guarantee of being hired for any future terms. The purpose of this study was to describe the status of part-time faculty in Maryland public and private four-year colleges and universities as perceived by department chairs and to explore whether there are significant differences between private versus public on each of the five areas of study. The five areas were (1) extent of information collected on the professional commitments of their adjunct faculty, (2) extent adjunct faculty are evaluated and what evidence is required, (3) extent adjunct faculty become integrated into the department, (4) extent performance expectations are explained to adjunct faculty, and (5) extent adjunct faculty are satisfied with employment conditions in the department. A cover letter and seven-page survey was sent to identified Maryland public and private four-year college and university department chairs using Survey Monkey[R]. For this particular study, descriptive statistics and ANOVAs were used as appropriate measures. Statistical results revealed there was a significant difference (p less than 0.10) between chairs from public and private institutions on their composite scores in the area of the extent adjunct faculty are evaluated and the evidence required. Department chairs from private institutions recorded a higher mean score than department chairs from public institutions, indicating chairs from private institutions agreed more with this statement, resulting in a higher mean score. Conducting Cross-Tabulation, a strong, significant association (Cramer's V = 0.317, p less than 0.05) was found between the type of school (public/private) and the survey question that adjunct faculty are expected to use student-centered effective teaching techniques. While both groups tended to agree with this statement, chairs from private institutions were much more split in their responses. There were no significant differences between chairs from public and private institutions on their composite scores in the area of information collected on the professional commitments of their adjunct faculty, in the area of adjunct faculty becoming integrated into the department, in the area of performance expectations being explained to adjunct faculty, and in the area of adjunct faculty satisfaction with employment conditions in the department. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Job Satisfaction; College Faculty; Foreign Workers; Individual Characteristics; Community Colleges; Teacher Attitudes; Organizational Climate; National Surveys; Teacher Characteristics; Teacher Background; Demography; Faculty Workload; Teacher Responsibility; Predictor Variables; Industrial Psychology

Abstract:
Foreign-born faculty members in community colleges can serve as a valuable resource to their institutions' growing internationalization efforts. This study uses the data from the 2004 National Study of Postsecondary Faculty to examine the characteristics, job satisfaction, and workplace perceptions of the foreign-born group of the professoriate at public 2-year institutions relative to their U.S.-born peers. Together with other minority faculty groups, foreign-born faculty members, with their diverse cultural and language backgrounds, can be instrumental in serving increasingly diverse student populations in community colleges nationwide. The findings of this study may help 2-year institutions more effectively attract and retain foreign-born faculty members and provide them with a rewarding and supportive workplace. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Employees; Data Collection; Postsecondary Education; College Faculty; Teacher Salaries; Employment Level; School Personnel; Fringe Benefits; Academic Rank (Professional); Response Rates (Questionnaires); Employment Statistics; Teacher Employment Benefits; School Statistics; Tenure; Gender Differences; Racial Differences; Occupational Surveys; Ethnicity; School Surveys; National Surveys; Paraprofessional School Personnel; Student Financial Aid; Part Time Employment

Abstract:
This "First Look" presents findings from the Human Resources (HR) Component of the Integrated Postsecondary Education Data System (IPEDS) winter 2009-10 data collection. The HR component consists of the following three sections: Employees by Assigned Position (EAP) and Fall Staff (S) for fall 2009 and Salaries (SA) for academic year 2009-10. All three sections of the HR component were required for the winter 2009-10 collection. The HR data were collected through the IPEDS web-based data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. As a result only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Appendices include: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 16 tables and 11 footnotes.)[To access the Fall 2008 report, see ED507174.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1813K)

Descriptors:
Careers; Higher Education; Women Faculty; Females; Path Analysis; Gender Differences; College Faculty; Job Satisfaction; STEM Education; Teacher Salaries; Faculty Workload; Teaching Conditions; Career Development

Abstract:
While years of effort to attract more women into higher education careers in science, technology, engineering, and mathematics (collectively known as STEM disciplines) has shown some success, retaining women faculty once they are hired has been much less successful. Their retention is essential in order to maintain diversity among faculty. Understanding the complex factors affecting faculty career satisfaction and, ultimately, their retention at a particular institution and in higher education is needed to guide policies and practices as academic institutions strive to retain highly qualified professors and maintain diversity at all ranks. This study explored salient factors related to faculty career satisfaction in STEM disciplines. Data from 2000 STEM faculty at research and doctoral-granting universities were analyzed using path analysis. The results indicated that the factors with the greatest effects on career satisfaction were salary satisfaction (not actual salary) and workload satisfaction. Overall satisfaction with various aspects of one's nature of work and job equity led to greater overall career satisfaction. Women were less likely than men to be satisfied with the workload or to agree that women are treated fairly, and parents were less likely than non-parents to be satisfied with their workload or with their salary. Additionally, faculty who took more flexible career paths (i.e., allowing for later entry into academe or interruptions for family caretaking) were indirectly more satisfied with their careers than faculty who followed a traditional career trajectory. The implications from these results support the notion that for women, especially women with children, who struggle to balance work and family, the ability to pursue a flexible career path leads to greater career satisfaction, and ultimately greater retention of women faculty in higher ranks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Well Being; Physical Health; Foreign Countries; Job Satisfaction; Stress Variables; Employees; Least Squares Statistics; Measures (Individuals); College Faculty; Mental Health

Abstract:
Extensive change is evident in higher education in the People's Republic of China but there have been few studies of the effect of work stress on wellbeing in the higher education sector. The main aim of this study is to test and refine the ASSET ("An Organizational Stress Screening Tool") model of occupational stress in a sample of 150 academic and non-academic employees in a Chinese higher education institute. Using partial least squares modelling, the findings showed that job stressors predicted job dissatisfaction but, surprisingly, did not predict perceived commitment. Employees who reported job dissatisfaction tended to perceive that their organisation was less committed towards them and report less commitment towards the organisation. Job stressors resulted in poorer psychological wellbeing. Greater psychological wellbeing was associated with greater physical wellbeing. The findings suggest that university management should introduce strategies aimed at minimising job stressors as these would result in higher level of job satisfaction, higher level of commitment and ultimately resulted in an improvement in physical health. (Contains 3 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
College Faculty; Community Colleges; Community Programs; Empathy; Teacher Attitudes; Higher Education; Interviews; Professional Development; Cooperation; Teamwork; School Holding Power; College Students; Job Satisfaction

Abstract:
A study was undertaken to determine how teaching in learning communities (i.e., courses that are linked or intentionally integrated in terms of learning objectives and shared assignments) affects the perspectives and work of community college faculty members. Interviews with 14 faculty members who taught in learning communities at a Midwestern community college indicated that the benefits of participation included greater empathy for and awareness of students, the development of authentic relationships with students, enhanced engagement in the larger campus community, and active collaboration and professional development with faculty colleagues across disciplines. Study limitations and implications are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Higher Education; Governance; Leadership; Vertical Organization; Organization; College Faculty; Job Satisfaction; Work Environment; Tenure; Part Time Faculty; Unions

Abstract:
Academic work has become increasingly fragmented. The horizontal fragmentation of the profession into disciplinary tribes has been accompanied by the increasing participation of student affairs and educational development professionals located outside the academic units but are actively engaged in academic work, such as supporting teaching and student learning. An increasing vertical fragmentation of academic work has recently occurred within academic units with the increasing employment of contract university teachers and research assistants. In Canada, horizontal and vertical fragmentations have occurred while universities and strong faculty unions have protected the "traditional" tenure-stream professoriate. Drawing on recent research, the author argues that these Canadian full-time faculties have high levels of job satisfaction and are well-remunerated, productive scholars. Maintaining the status and the supportive working conditions of the full-time, tenure-stream professoriate has largely been accomplished through labor cost efficiencies created by the increasing use of part-time, contractual university teachers, now frequently represented by labor unions that are distinct from their full-time peers. This article discusses the challenges for academic governance and leadership associated with this increasing fragmentation of academic work in the context of the "global" university. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website