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Descriptors:
Faculty College Relationship; College Faculty; Social Theories; Sociology; Labor Market; Careers; Foreign Countries

Abstract:
This paper primarily deals with the relationships between academics and their university in European countries. The aim of this paper is therefore not to produce new results but provide a synthesis of the main trends that can be identified from the literature and then suggest what can be borrowed from sociological theories to highlight the on-going evolutions. The first section of the paper reviews the main results to be drawn from previous research on this issue and focuses on the management of academic careers and the management of academic activities at the university level. The second section suggests alternative interpretative frameworks to be borrowed from sociological theory in order to complete the already existing research and develop new perspectives to explain and interpret these changes in the relationships between academics and their institutions. Four perspectives are successively explored particularly useful here: a sociology of work; a labor market perspective; an analysis in terms of careers and trajectories and finally considerations about the traditional tension between organizations and professions. 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:
Occupational Information; Collegiality; College Environment; Interdisciplinary Approach; Work Environment; Vignettes; Environmental Education; College Faculty; Employment Interviews; Job Applicants; Job Application; Faculty College Relationship; Values

Abstract:
This paper sets up a scenario about Rebecca, a jobseeker, who is a fictitious composite, a "typical" candidate who wants a position at a college/university. A job description is provided. She interviews for the advertised position, and while doing so, she also interviews the university, school/department, and working environment to see if there is a match with her goals. She goes about her own interviewing using observational, interactive, and analytic approaches, which are described. Rebecca had to clarify her goals in terms of interdisciplinarity, collegiality, and the kind of community that she ideally wants. She found shortfalls between what was advertised and the actual program and also the setting in which she ideally would like to work. This is problematic for her, but she is pragmatic and knows she needs a job. The scenario ends with Rebecca exploring her options. This paper will be of interest to anyone seeking an environmental job in academia. 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:
Higher Education; Colleges; Private Schools; Advertising; Marketing; Reputation; Faculty College Relationship; Consumer Economics; Visual Aids; Group Unity; College Faculty; Teacher Role; Foreign Countries

Abstract:
Colleges, universities, and independent schools use branding to attract students, keep alumni close, and unite faculty behind the institution. That last bit is key because one can't box and ship global perspectives, personal attention, flexible programs, campus traditions, innovative research, and the limitless other qualities that make educational institutions distinctive. Faculty help make these things happen and, therefore, they must be part of any branding effort. If they don't believe in the messages the marketing team disseminates, they won't help deliver the brand through their words and actions. Here, things get a little tricky, because even the most upstanding educators at the very finest institutions can recoil at being asked to participate in a branding effort. Involving them starts with education, and it often begins at the top. 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:
Grants; Grantsmanship; Publish or Perish Issue; Fund Raising; Financial Needs; Educational Finance; Teacher Researchers; Predictor Variables; Communication Research; Compliance (Legal); Theory Practice Relationship; Faculty College Relationship; Financial Support

Abstract:
Although communication program faculty have traditionally not enjoyed large grants for research, administrators are pressuring them to garner external funding. This article examines the success rate of securing external funding that communication administrators reported for their units. Results show that while the pressure has increased on most communication programs, the success rate for getting those grants has not. In addition, support for seeking grants is not growing with the pressure, and there seems to be little difference in support between high research-oriented programs and those in lower Carnegie classifications, with the exception of help from graduate students. (Contains 43 notes and 4 tables.) 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:
Lifelong Learning; College Faculty; Retirement; Older Adults; Faculty College Relationship; Career Development; Cultural Capital; Drama; College Instruction; Experiential Learning; Adventure Education; Summer Programs; Continuing Education; Online Courses

Abstract:
This article shares a reframing of lifelong learning beyond a formal career. Like many of his peers, after 40 years in postsecondary education, the author has moved beyond his most recent full-time work teaching in an adult education graduate program to emeritus faculty status. In this article, he shares his experience moving into the next phase of his career and examines his own future.

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Descriptors:
Institutional Characteristics; Ethnography; Research Methodology; Laboratories; Writing (Composition); Faculty College Relationship; Self Evaluation (Groups); Organizational Effectiveness; Perspective Taking; Occupational Information; Work Environment; Geographic Location; Context Effect

Abstract:
Institutional ethnography seeks to uncover how things happen--how institutional discourse compels and shapes practice(s) and how norms of practice speak to, for, and over individuals. The Faculty and Staff Standpoints project is shaped by this methodology, as it explores writing center staff and faculty relationships to their work. (Contains 10 notes.)

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Descriptors:
Graduate Students; Information Needs; Community Colleges; College Faculty; Faculty College Relationship; Educational Attainment; Student Attitudes; Teacher Recruitment; Job Applicants; Resumes (Personal); Teaching Experience; Labor Market

Abstract:
Facing an academic job market that seems only to get worse each year, many doctoral students are now willing to explore the possibility of a community-college career. In any hiring cycle, about 40 percent of the available teaching positions are at two-year campuses. Moreover, a surprisingly large number of Ph.D. students are actually, and actively, interested in community-college careers, perhaps because they have discovered that what they really enjoy most is teaching. In this article the author presents some of the most common questions of graduate students, along with his typical answers, about teaching in community colleges. 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:
Higher Education; Campuses; Educational Facilities Improvement; Interior Space; School Space; Space Classification; Space Utilization; Educational Facilities Design; School Construction; College Faculty; Faculty College Relationship; Student College Relationship; Social Theories

Abstract:
Space has been of growing significance in social theory in recent years, yet, explorations of it in the scholarship of higher education have been limited. This is surprising, given the critical role space has in shaping staff and students' engagement with the university. Taking a practice-based approach and focusing on academic identities, this article analyses the spatial experience of an institution by defamiliarising spaces encountered in everyday work. We identify formative pressures upon institutional space, and how space then shapes experience: university spaces are designed for one purpose but come to be used for many, so that working within them can be a diverse and contradictory experience. The identification of academics with spaces is complex, and there are no simple experiences of belonging; rather, there is a constant project of identity-formation and change within mutable spaces. 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; Role; Retirement; Professional Identity; Faculty College Relationship; Industrial Psychology; Work Life Expectancy; Life Style; Self Esteem; Employment Projections; Labor Needs; Employment Patterns; Age Differences; Social Networks; Interprofessional Relationship

Abstract:
What is an emeritus professor? The emeritus role means different things at different colleges and universities, but generally it has an elusive, ambiguous quality. It may simply mean that a professor has retired with an honorific title acknowledging many years of service to an institution. Or it may mean that a senior professor has transitioned to a new phase of an academic career, moving from full participation in all faculty roles to modified or scaled-down participation, with more flexibility to choose how he or she stays involved and contributes to the academy. An emeritus professor may be a respected professional elder who remains active in research, occasionally teaches, and mentors students and junior colleagues. Alternatively, emeritus status may be a symbolic but hollow honor that provides no clearly defined rights, responsibilities, or professional opportunities. This article explores significant efforts across the United States to make emeritus status meaningful. More importantly, it examines diverse initiatives to provide retired professors with continuing learning opportunities, a clear identity, and ways to remain productive and purposeful members of their academic communities. (Contains 1 table and 8 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:
Higher Education; Females; Career Development; Group Unity; Women Faculty; Faculty College Relationship; Managerial Occupations; Leadership; Promotion (Occupational); Occupational Aspiration; Barriers; Role Conflict; Foreign Countries; Attitudes; Social Support Groups; Psychological Patterns; Persistence

Abstract:
Loyalty raises a dilemma for women's career progression and leadership because it signals confidence in the organisation, despite the ongoing constraints that organisations present for women and their leadership aspirations. The research investigates women's loyalty in the context of higher education. Focussing on a select group of mid-level female academics, the paper will argue against a common sense understanding of loyalty as an expression of female care. A critical reconsideration of loyalty as care is made possible by analysing the "utility of loyalty" and how it becomes a legitimate organising principle that operationalises institutional and personal objectives. How women enact loyalty draws on agency theory to explain and analyse the way loyalty is appropriated by women. The results show contradictory actions around loyalty, however, these can be clarified by agency theory to demystify loyalty and critically analyse how specific work actions and practices shape explain seemingly contradictory and emotive responses. The complications around women and loyalty are expressions of a substantive rationality through which mid-level female academics respond to the uneven opportunities, limitations and constraints that influence their work, profession and relationships. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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