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Descriptors:
Public Colleges; Politics of Education; Case Studies; Government School Relationship; Accountability; Institutional Autonomy; Educational Policy; State Legislation; Change

Abstract:
This paper presents a case study of the origins, politics, and preliminary outcomes of Virginia's "restructured" relationship between public colleges and universities and the Commonwealth. The initially proposed "charter" status for the state's three historically important universities became the vehicle for a reform that imposed more substantive accountability in exchange for procedural independence--a different outcome than the institutions expected. Was this difference the result of a misestimation of the political realities that could have been anticipated? This reform's long-term impact remains uncertain as the terms of highly complex legislation remain to be translated into clear operational policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Retirement; College Faculty; Gender Differences

Abstract:
Those who address questions about phased retirement policies should see them in a larger context of needs for flexibility in the terms of faculty employment. (Contains 2 figures.)

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Descriptors:
Retirement; College Faculty; Individual Differences; Educational Policy; Incentives; Part Time Faculty; Faculty College Relationship; Quality of Working Life; College Administration; Faculty Workload; Retirement Benefits; Contracts; Time Management; Age Differences; Employment Patterns

Abstract:
Individuals who retire have widely varying needs and differ also in their preparedness for their new conditions.

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Descriptors:
College Faculty; Retirement; Developmental Stages; Age Differences; Employment Projections; Teacher Supply and Demand; Employment Patterns

Abstract:
Faculty now have the task of using retirement options creatively, and institutions, of finding common purpose with faculty.

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Teacher Retirement; Retirement Benefits; College Faculty; Incentives; Eligibility; Tenure; Aging (Individuals); Health Conditions; Teaching Conditions; Preretirement Education; Family Work Relationship; Emotional Response

Abstract:
In the late 1980s and early 1990s, the graying of America's college and university faculty coincided with new federal regulations that prohibited mandatory retirement. So in order to both encourage faculty retirements and assume better control of when positions would be vacated about half of all U.S. colleges and universities adopted various retirement incentives and processes. "Phased retirement" was one of the most popular of these strategies. Because of its prominence, in 2003-04 the authors conducted a study of the experience of individuals and institutions with phased retirement. They began by analyzing data from the 1999 National Survey of Postsecondary Faculty. They then interviewed 105 faculty and administrators on 12 widely varied campuses, and an electronic survey drew responses from another 45 individuals. This article is an overview of some of their key findings about how phased retirement works for individuals who participate in these plans and for the institutions that offer them. (Contains 6 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Finance; Educational Improvement; Educational Research; Higher Education; Scholarship

Abstract:
This paper considers how educators can best arrive at "big, good ideas" for the improvement of higher education and how they can best put them to use where they are needed. Getting big, good ideas probably comes from working on big, good questions. There is a substantial body of research literature about the big questions of education, and it is evident that the "big" ideas come from "big scholarship" that is integrative, pragmatic, collaborative, and cumulative. Educational research needs additional funding, from more diverse sources, and researchers need to communicate what they know to practitioners and the public. Collaboration will enhance scholarship and that will lead to the big ideas that result in better learning. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Higher Education; Labor Market; Part Time Faculty; Teacher Characteristics

Abstract:
Determined characteristics of part-time faculty, compared part-time faculty and full-time faculty, and examined some of the common perceptions about part-time faculty using data from the National Study of Post-secondary Faculty. Findings show that the academic labor market is changing rapidly. (SLD)

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Adjunct Faculty; Cohort Analysis; College Faculty; Community Colleges; Demography; Faculty College Relationship; Full Time Faculty; Part Time Faculty; Teacher Attitudes; Teaching Methods; Two Year Colleges

Abstract:
Discusses differences between part- and full-time faculty demographics, work profiles, attitudes and motives, and opinions about teaching and learning in the community college. Asserts that investing in part-time faculty's capabilities, instead of treating them like replaceable parts, will yield long-term returns in teaching effectiveness and morale. (AUTH/EMH)

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College Faculty; College Instruction; Evaluation Criteria; Faculty Evaluation; Higher Education; Productivity; Research; Teacher Attitudes

Abstract:
Analysis of data from the 1993 National Survey of Postsecondary Faculty showed that faculty value teaching over research. At the same time, the explicit reward structure of academe favors research and publication, rewarding "productivity" in these arenas with money and status. Implications of this disconnect between values and rewards for faculty careers, for policy, and for practice are examined. (Author) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Faculty Workload; Higher Education; National Surveys; Part Time Faculty; Teacher Attitudes; Teacher Characteristics

Abstract:
Part-time faculty members are a sizeable part of the workforce in postsecondary institutions today. Forty-two percent of all instructional faculty and staff were employed part time by their institutions in the fall of 1992, and 44 percent of those individuals were teaching in two-year institutions. Data from the 1993 National Study of Postsecondary Faculty provide valuable insight into the characteristics of this group of faculty from a national perspective. Responses were received from 817 eligible institutions and 25,780 faculty and staff members. A nationally representative sample of faculty and instructional staff received questionnaires in 1993 that asked about their employment in the fall of 1992. This report contains estimates of the characteristics, qualifications, motivations, work patterns, and attitudes of part-time instructional faculty and staff in four-year and two-year institutions by program area in fall 1992. The report compares part-time and full-time faculty, examines some common perceptions about part-time faculty, and provides a comprehensive source of descriptive statistics about part-time faculty. Appendixes contain technical notes and a glossary. (Contains 69 tables, 7 figures, and 23 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (2221K)