Paving the Way Toward Faculty Careers in Higher Education PDF Download
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Author: Norina L. Columbaro
Publisher:
ISBN:
Category : Doctor of philosophy degree
Languages : en
Pages : 264
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Book Description
Abstract: Research focusing on online doctoral programs in preparation for academic careers consistently reveals a perception that online doctoral degree programs lack opportunities for social learning, mentoring, and submersion in the academic culture (Adams & DeFleur, 2005; Flowers & Baltzer, 2006; Columbaro, 2007; Guendoo, 2007; Good & Peca, 2007; Columbaro & Monaghan, 2009; DePriest, 2009). In addition, the value of mentoring within doctoral programs has been addressed in several empirical studies (Green & Bauer, 1995, Golde & Dore, 2001; Paglis, Green, & Bauer, 2006; Creighton, Parks, & Creighton, 2007; Mullen, 2006; 2008; 2009). However, little research has specifically attended to the mentoring experiences of online doctoral students and their perceptions of how those experiences prepared them for tenure-track employment within four-year, land-based higher education institutions.The purpose of this study was to explore the existence and nature of mentoring relationships within online doctoral degree programs. Further, it explored how these relationships prepare online doctoral degree graduates for full-time, tenure-track employment in four-year, land-based higher education institutions. The following research questions guided this study:1) How did graduates of online doctoral degree programs, currently employed as tenure-track faculty members at four-year land-based colleges or universities, experience mentoring while completing their online doctoral degree programs? 2) How did mentoring relationships prepare these graduates to become tenure-track faculty members in four-year, land-based colleges and universities? The study was informed by social learning theory in that it explores the role and purpose of interpersonal mentoring relationships in supporting doctoral students, as well as preparing them to serve as faculty in higher education environments. The research design employed basic interpretive qualitative research approach using semi-structured interviews focusing on participants' critical mentoring episodes to explore their experiences and perceptions. The lens through which findings were analyzed was social constructivism in that it accounted for the varied experiences and meaning making of individuals in their doctoral education mentoring relationships. Findings from this study may provide insight for academic institutions adopting online doctoral degrees as part of their strategic direction and for prospective online doctoral students.
Author: Norina L. Columbaro
Publisher:
ISBN:
Category : Doctor of philosophy degree
Languages : en
Pages : 264
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Book Description
Abstract: Research focusing on online doctoral programs in preparation for academic careers consistently reveals a perception that online doctoral degree programs lack opportunities for social learning, mentoring, and submersion in the academic culture (Adams & DeFleur, 2005; Flowers & Baltzer, 2006; Columbaro, 2007; Guendoo, 2007; Good & Peca, 2007; Columbaro & Monaghan, 2009; DePriest, 2009). In addition, the value of mentoring within doctoral programs has been addressed in several empirical studies (Green & Bauer, 1995, Golde & Dore, 2001; Paglis, Green, & Bauer, 2006; Creighton, Parks, & Creighton, 2007; Mullen, 2006; 2008; 2009). However, little research has specifically attended to the mentoring experiences of online doctoral students and their perceptions of how those experiences prepared them for tenure-track employment within four-year, land-based higher education institutions.The purpose of this study was to explore the existence and nature of mentoring relationships within online doctoral degree programs. Further, it explored how these relationships prepare online doctoral degree graduates for full-time, tenure-track employment in four-year, land-based higher education institutions. The following research questions guided this study:1) How did graduates of online doctoral degree programs, currently employed as tenure-track faculty members at four-year land-based colleges or universities, experience mentoring while completing their online doctoral degree programs? 2) How did mentoring relationships prepare these graduates to become tenure-track faculty members in four-year, land-based colleges and universities? The study was informed by social learning theory in that it explores the role and purpose of interpersonal mentoring relationships in supporting doctoral students, as well as preparing them to serve as faculty in higher education environments. The research design employed basic interpretive qualitative research approach using semi-structured interviews focusing on participants' critical mentoring episodes to explore their experiences and perceptions. The lens through which findings were analyzed was social constructivism in that it accounted for the varied experiences and meaning making of individuals in their doctoral education mentoring relationships. Findings from this study may provide insight for academic institutions adopting online doctoral degrees as part of their strategic direction and for prospective online doctoral students.
Author: Maike Ingrid Philipsen
Publisher: John Wiley & Sons
ISBN: 0470540958
Category : Education
Languages : en
Pages : 244
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Book Description
Helping Faculty Find Work-Life Balance gives voice to faculty and reveals the myriad personal and professional issues faculty face over the span of their academic careers. Based on years of in-the-field research and two gender-based studies, Maike Ingrid Philipsen and Timothy Bostic give the issue of work-life balance a fresh perspective by taking a comparative approach to the topic in regard to both gender and career stage. The authors' research reports on the experiences of male and female faculty at early-, mid-, and late-career stages. In addition, the book goes beyond the typical "family-friendly" approach and takes an all-encompassing "life-friendly" view, recognizing the need to strive for balance in the lives of all faculty members. Philipsen and Bostic describe enablers and obstacles that faculty encounter during their careers and how policies and programs might more effectively address the needs of faculty. Helping Faculty Find Work-Life Balance is filled with illustrative cases from exemplary institutions to showcase what they are doing to reform the system. Praise for Helping Faculty Find Work-Life Balance "As a junior faculty member and father of three, I know that balancing family and work can be a significant challenge. Philipsen and Bostic's research provides a wonderful opportunity to consider different approaches I can take to successfully navigate the road ahead." —Scott J. Allen, assistant professor of management, John Carroll University "The authors have presented a best-practices approach to real work-life dilemmas that they have documented among American faculty. Administrators should find this book of great practical help." —Teresa A. Sullivan, president, University of Virginia
Author: Tonette S. Rocco
Publisher: Taylor & Francis
ISBN: 1000978117
Category : Education
Languages : en
Pages : 926
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Book Description
Co-published with Colleges and universities are increasingly becoming significant sites for adult education scholarship—in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract “non-traditional” (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty.The Handbook of Adult and Continuing Education provides rich information on the contemporary issues and trends that are of concern to adult and continuing education, of the programs and resources available to adult learners, and of opportunities to challenge and critique the structures embedded in the field that perpetuate inequity and social injustice. Adult education is a discipline that foresees a better tomorrow, and The Handbook is designed to engage and inspire readers to assist the field to seek new paths in uncertain and complex times, ask questions, and to help the field flourish.The Handbook is divided into five sections. The first, Foundations situates the field by describing the developments, core debates, perspectives, and key principles that form the basis of the field.The second, Understanding Adult Learning, includes chapters on adult learning, adult development, motivation, access, participation, and support of adult learners, and mentoring.Teaching Practices and Administrative Leadership, the third section, offers chapters on organization and administration, program planning, assessment and evaluation, teaching perspectives, andragogy and pedagogy, public pedagogy, and digital technologies for teaching and learning.The fourth section is Formal and Informal Learning Contexts. Chapters cover adult basic, GED, and literacy education, English-as-a-Second Language Programs, family literacy, prison education, workforce development, military education, international development education, health professions education, continuing professional education, higher education, human resource development and workplace learning, union and labor education, religious and spiritual education, cultural institutions, environmental education, social and political movements, and peace and conflict education.The concluding Contemporary Issues section discusses decolonizing adult and continuing education, adult education and welfare, teaching social activism, lesbian, gay, bisexual, trans, queer and straight allies, gender and its multiple forms, disability, older adults and intergenerational identities, race and ethnicity, working class, whiteness and privilege, and migrants and migrant education.The editors culminate with consideration of next steps for adult and continuing education and priorities for the future.
Author:
Publisher: DIANE Publishing
ISBN: 1428926305
Category :
Languages : en
Pages : 145
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Book Description
Author: Herma Hill Kay
Publisher: University of California Press
ISBN: 0520378954
Category : History
Languages : en
Pages : 375
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Book Description
The first wave of trailblazing female law professors and the stage they set for American democracy. When it comes to breaking down barriers for women in the workplace, Ruth Bader Ginsburg’s name speaks volumes for itself—but, as she clarifies in the foreword to this long-awaited book, there are too many trailblazing names we do not know. Herma Hill Kay, former Dean of UC Berkeley School of Law and Ginsburg’s closest professional colleague, wrote Paving the Way to tell the stories of the first fourteen female law professors at ABA- and AALS-accredited law schools in the United States. Kay, who became the fifteenth such professor, labored over the stories of these women in order to provide an essential history of their path for the more than 2,000 women working as law professors today and all of their feminist colleagues. Because Herma Hill Kay, who died in 2017, was able to obtain so much first-hand information about the fourteen women who preceded her, Paving the Way is filled with details, quiet and loud, of each of their lives and careers from their own perspectives. Kay wraps each story in rich historical context, lest we forget the extraordinarily difficult times in which these women lived. Paving the Way is not just a collection of individual stories of remarkable women but also a well-crafted interweaving of law and society during a historical period when women’s voices were often not heard and sometimes actively muted. The final chapter connects these first fourteen women to the “second wave” of women law professors who achieved tenure-track appointments in the 1960s and 1970s, carrying on the torch and analogous challenges. This is a decidedly feminist project, one that Justice Ruth Bader Ginsburg advocated for tirelessly and admired publicly in the years before her death.
Author: Marie K. Iding
Publisher: Rowman & Littlefield Publishers
ISBN: 9781475809169
Category : College teachers
Languages : en
Pages : 0
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Book Description
The book identifies kinds of higher education institutions, and types of teaching positions along with the nature of each position's responsibilities and advantages and disadvantages. It explains how graduate students can promote their future as faculty members while they are ...
Author: KerryAnn O'Meara
Publisher: Jossey-Bass
ISBN:
Category : Business & Economics
Languages : en
Pages : 244
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Book Description
This volume reviews and synthesizes recent research on faculty demographics, appointment types, work life, and reward systems, as well as major theoretical perspectives useful to researchers who study faculty work, careers, and professional development. In doing so, it advances and challenges current dialogue on faculty careers, notably by exploring a "narrative of constraint" that underlies much contemporary research and reform in higher education. Although highlighting the valuable ways whereby the "narrative of constraint" has illuminated the myriad barriers than can--and too often do--inhibit faculty careers, the authors assert that the theme of "constraint" obscures possibility, learning, agency, and growth. In emphasizing constraint, many contemporary research and reform efforts overlook faculty striving for growth. The volume reintroduces growth as an important consideration in higher education discourses of policy and practice, and with attention to four of its key aspects: learning, agency, professional relationships, and commitments. The authors discuss current research on faculty demographics, appointments, work, reward systems, along with theories used in research, relative to these four aspects of growth. They also discuss how attention to faculty growth my open up new directions for policy, public communication, and future research on higher education faculty. This is the third issue in the 34th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
Author: Yuji Genda
Publisher: Springer
ISBN: 9811377871
Category : Political Science
Languages : en
Pages : 124
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Book Description
This book is devoted to offering a new concept of non-employment caused by social exclusion. Among labor economic studies, it is the first attempt to investigate the conditions of jobless persons who have completely lost opportunities for daily communication with others. The new concept provided by this book is “solitary non-employed persons (SNEP).” SNEP are defined as non-employed persons who are normally entirely alone or do not spend time with people other than their family. According to a detailed time-use survey in Japan, SNEP make up almost 70 % of single, jobless persons aged 20 to 59. The number of SNEP doubled in the 2000s. As a serious issue for non-employment, economists and sociologists have focused on long-term unemployed persons and persons “not in education, employment, or training” (NEET), which include discouraged persons resigning from work. These serious non-employment issues are attributable to and further aggravated by the isolation experienced by the SNEP. Social withdrawal—that is, the hikikomori who stay indoors—is one notable feature of Japanese youth problems in many cases. Large numbers of the middle-aged jobless Japanese also currently shut themselves in their rooms. The objective approach by the SNEP concept enables us to understand the reality of these withdrawn persons who are now growing in number in many countries. A continuous increase in the number of SNEP will cause several difficulties in society and the economy. SNEP will not make their own livings after the deaths of their families, causing social security costs and financial deficits to further accumulate in the efforts to help them. A shortage of an attractive labor force will accelerate in the future due to the expansion of SNEP within the young and middle-aged populations. This book proposes appropriate policies to prevent an increase in SNEP in such a way as to generate skilled professionals, as well as to reach out and support them. It will contribute to developing studies for jobless people closely involved in social exclusion, and to finding universal and effective solutions for their inclusion.
Author: Genny Beemyn
Publisher: State University of New York Press
ISBN: 1438472757
Category : Education
Languages : en
Pages : 344
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Book Description
Addresses the experiences of trans college students, faculty, and staff in a single volume for the first time. While more trans students, faculty, and staff have come out on US college campuses today than ever before, many still report enduring harassment and discrimination. Others avoid disclosing their gender identity because they do not feel safe or comfortable at their schools. This groundbreaking book is the first to address their experiences in a single volume. Genny Beemyn brings together personal narratives and original research to give readers both individual and large-scale perspectives, which provide unprecedented insight into the experiences of trans people in higher education. These contributions reveal that despite an improving environment, trans people continue to face widespread interpersonal and institutional opposition on campuses across the country. Some of the first published research focusing on nonbinary trans undergraduates and trans graduate students is included here, in addition to the most comprehensive research to date of trans students at women’s colleges and of trans academics. Trans People in Higher Education also examines the sexual health of trans students, the treatment of trans people by individuals with institutional authority, and the strategies and lessons learned from one college that successfully became more trans inclusive. Genny Beemyn is Director of the Stonewall Center at the University of Massachusetts, Amherst. They have published more than a half dozen books, including A Queer Capital: A History of Gay Life in Washington, D.C.; The Lives of Transgender People (with Susan Rankin); and Queer Studies: A Lesbian, Gay, Bisexual, and Transgender Anthology (coedited with Mickey Eliason).
