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Showing 1 to 15 of 54 results Save | Export
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Price, Monica Hatfield – Review of Higher Education, 2019
This study expands our understanding of how groups influence the higher education policy process through strategic policy narratives. As the number and diversity of interest groups attempting to influence the policy making process in higher education increases, the importance of considering how those interest groups strategically construct and use…
Descriptors: Prior Learning, Educational Policy, Higher Education, Educational Strategies
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Pifer, Meghan J.; Baker, Vicki L.; Lunsford, Laura Gail – Review of Higher Education, 2019
Learning more about the role of the academic department in LACs may improve faculty selection, development, support, and retention. Knowledge based on research about other institution types cannot be assumed to be generalizable to LACs. We know little about departmental contexts of faculty work in liberal arts colleges (LACs). The purpose of this…
Descriptors: Liberal Arts, College Faculty, Organizational Culture, Departments
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Slay, Kelly E.; Reyes, Kimberly A.; Posselt, Julie R. – Review of Higher Education, 2019
We present findings from a case study of a psychology department that has graduated a significantly higher share of underrepresented doctoral students than national averages for its discipline. Using the campus racial climate framework, we found that organizational/structural diversity initiatives (recruitment and admissions practices), presented…
Descriptors: Disproportionate Representation, Graduate Study, Psychology, Doctoral Students
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Montero-Hernandez, Virginia; Arines, Elsa López; García, Marta Caballero – Review of Higher Education, 2019
We use an interpretative approach to understand female faculty's family-work dilemmas and the implications for their mental health. We interviewed sixteen female faculty at a public state university in Mexico. We identified four narratives (self-castigated perception, the unsupportive organization, the eternal caregiver, and self-care) to explain…
Descriptors: Women Faculty, Daily Living Skills, Emotional Disturbances, Family Work Relationship
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Sotirin, Patty; Goltz, Sonia M. – Review of Higher Education, 2019
We employ a feminist phenomenological methodology to explore the lived meaningfulness of the academic dual career. We contend that university approaches to resolving the "problem" of dual career fail to address partners' long-term commitments and shared challenges. Following an analysis of focus group interviews with dual career academic…
Descriptors: College Faculty, Institutional Role, Teacher Persistence, Ethics
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Buckley, Jessica Belue – Review of Higher Education, 2019
The movement incorporating sustainability into the academic mission of higher education has grown quickly in the last few decades. At the same time, vast interpretations of sustainability exist as institutions work to incorporate it into the curriculum. Therefore, using interviews with 42 individuals and observations of 67 courses, this study…
Descriptors: Grounded Theory, Sustainability, Higher Education, Educational Theories
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Stupnisky, Robert H.; Hall, Nathan C.; Pekrun, Reinhard – Review of Higher Education, 2019
The current mixed-method study examined the emotions experienced by pretenure faculty regarding teaching and research, specifically their emotion frequency, antecedents, and relationships with perceived success. Interviews with 11 faculty identified 46 discrete emotions with the most common being enjoyment, frustration, excitement, happiness, and…
Descriptors: College Faculty, Nontenured Faculty, Success, Psychological Patterns
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Main, Joyce B.; Prenovitz, Sarah; Ehrenberg, Ronald G. – Review of Higher Education, 2019
Using the life course perspective to examine the longer-term career patterns of more than 5,000 humanities and humanistic social sciences PhDs, this study illustrates the multiple pathways to the professoriate and the importance of academic aspirations and linked lives in career trajectories. Marital status and having young dependents in the…
Descriptors: Job Satisfaction, College Faculty, Tenure, Doctoral Degrees
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Drake, Anna; Struve, Laura; Meghani, Sana Ali; Bukoski, Beth – Review of Higher Education, 2019
Applying O'Meara, Campbell, and Terosky's (2011) faculty agency framework, this qualitative case study examined full-time, non-tenure-track faculty (FTNTTF) members' perceptions of their agency at an elite public research university. Participants experienced greater agency over time and in the classroom, but felt their agency was constrained by…
Descriptors: Nontenured Faculty, Research Universities, College Faculty, Teacher Attitudes
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Kelly, Bridget Turner; McCann, Kristin; Porter, Kamaria – Review of Higher Education, 2018
Based on data from a larger, longitudinal study on 22 women faculty on the tenure track, this article addresses the socialization experiences of nine White women faculty who earned tenure at two public, doctoral, predominantly White institutions (PWIs) in the U.S. Through the lenses of the newcomer adjustment model and a critical feminist…
Descriptors: Whites, Women Faculty, College Faculty, Tenure
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Marine, Susan B.; Martínez Alemán, Ana M. – Review of Higher Education, 2018
In an exploratory qualitative study, the generational dispositions of tenured women faculty from the Boomer Generation were examined. As pioneers and now senior members in the academic profession in the Golden Era of American higher education, they exist in a common historical location characterized by cultural forces and events that helped to…
Descriptors: Women Faculty, Professional Identity, Feminism, Qualitative Research
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Kezar, Adrianna; Gehrke, Sean; Bernstein-Sierra, Samantha – Review of Higher Education, 2017
For the past 20 years, countless reports have been issued calling for reform of undergraduate education to improve student learning, persistence, and graduation rates for students in science, technology, engineering, and mathematics (STEM) majors. However, by many measures, recommendations in these reports have not been widely implemented. While…
Descriptors: Instructional Design, Success, STEM Education, Communities of Practice
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Garcia, Gina A. – Review of Higher Education, 2016
As institutions not founded to "serve" Latina/o students, Hispanic Serving Institutions (HSIs) are criticized for solely being "Hispanic-enrolling," with access and graduation rates being hypothesized as indicators of an organizational identity for HSIs. Drawing from a case study with 88 participants, the purpose of this…
Descriptors: Hispanic American Students, Institutional Characteristics, Self Concept, College Students
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Terosky, Aimee LaPointe; Gonzales, Leslie D. – Review of Higher Education, 2016
Guided by the theory of figured worlds, this qualitative study focuses on 18 faculty members employed at community colleges, broad access liberal arts, comprehensives, and regional research universities, who have constructed professionally and personally meaningful careers at institutions that differ from their original aspirations and/or their…
Descriptors: College Faculty, Colleges, Teaching (Occupation), Occupational Aspiration
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Rhoads, Robert A.; Camacho, Maria Sayil; Toven-Lindsey, Brit; Lozano, Jennifer Berdan – Review of Higher Education, 2015
Using critical discourse analysis, the authors examine a broad range of texts to make sense of the rise of the MOOC movement and implications for faculty work. Drawing on Braverman's labor process theory and critiques of neoliberalism, the authors highlight the role of xMOOCs in particular, focusing on challenges to faculty labor. They organize…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
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