The Questions of Tenure PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Questions of Tenure PDF full book. Access full book title The Questions of Tenure by Richard P. Chait. Download full books in PDF and EPUB format.
Author: Richard P. Chait
Publisher: Harvard University Press
ISBN: 0674029348
Category : Education
Languages : en
Pages : 349
Get Book Here
Book Description
Tenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works? In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools. Lucid and straightforward, The Questions of Tenure offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.
Author: Richard P. Chait
Publisher: Harvard University Press
ISBN: 0674029348
Category : Education
Languages : en
Pages : 349
Get Book Here
Book Description
Tenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works? In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools. Lucid and straightforward, The Questions of Tenure offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.
Author: Lynn McAlpine
Publisher: Bloomsbury Publishing
ISBN: 0230365094
Category : Education
Languages : en
Pages : 224
Get Book Here
Book Description
This book draws on research in Australia, Canada, UK, and US into the experiences of doctoral students, postdoctoral researchers and new academics. Each chapter develops research-informed implications for policy and practice to support developing academics, and concludes with commentaries by early career academics, developers and administrators.
Author: Gerald R. Alfred
Publisher:
ISBN:
Category : History
Languages : en
Pages : 238
Get Book Here
Book Description
This book is the first comprehensive study of the driving force behind Native political activism, and the only scholarly treatment of North American Indian politics which integrates an explicitly Native perspective. With a broad historical scope rich in detail, and drawing on the particular experience of the Mohawks of Kahnawake, it offers an explanation of Indian and Inuit political activism focusing on the importance of traditional values and institutions in shaping Native responses to the state. The book explains the recent rise of a militant assertion of sovereignty on the part of Native people in terms of three major factors: the existence of alternative institutions in the body of the nation's traditional culture; the self-conscious development of an alternative identity; and a persistent pattern of negative interaction with the state. It differs from other analyses focusing on similar factors in that it views nationalism not as a movement which activates in response to external factors, but as a persistent feature of political life which manifests itself in either a latent or active form in response to the interaction of the three factors discussed in the model.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309072778
Category : Education
Languages : en
Pages : 233
Get Book Here
Book Description
Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
Get Book Here
Book Description
Author: Tammy Stone
Publisher: Rowman & Littlefield
ISBN: 1475840934
Category : Education
Languages : en
Pages : 101
Get Book Here
Book Description
This book is written for senior faculty and administrators at resource-strapped institutions who are not trained in higher education administration who are concerned with mentoring. It is written in accessible, nontechnical language but references the more scholarly and statistically based journals and books for those who wish to dig deeper. The book covers the mentoring of junior faculty on the tenure-track line through senior faculty and include coverage of non-tenure track faculty, faculty in hostile departments, and faculty who face additional issues of discrimination. Chapters begin with a fictionalized case study to explore common problems and presents pragmatic solutions that often cost little money and rely instead on an investment of time.
Author: Malcolm Tight
Publisher: Routledge
ISBN: 1134082010
Category : Education
Languages : en
Pages : 544
Get Book Here
Book Description
This volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and cutting edge areas.
Author: Ray Land
Publisher: Routledge
ISBN: 1135069581
Category : Education
Languages : en
Pages : 329
Get Book Here
Book Description
Interest in the quality of higher education provision has been steadily increasing over the last twenty years. This has been driven largely by the international creation of explicit policies and reporting requirements to review, audit and evaluate provision. The interest is associated in many countries with the granting by governments of greater autonomy to higher education institutions. This, crucially, comes bound with increased requirements for accountability in the exercise of such power. Enhancing provision, promoting innovation, cultivating exploration and adopting information-led approaches to practice are at the very heart of higher education. As such quality enhancement comes in many guises and is under constant scrutiny. Enhancing Quality in Higher Education looks critically at recent developments in higher education, taking snapshots of changing practices around the world and analysing the varied theoretical perspectives of quality enhancement that are emerging. The opening section draws upon this theoretical base, whilst the second section contextualises it through the analysis of a diverse range of international case studies. The concluding section considers future prospects for the enhancement agenda in the light of the international pressures facing all systems of higher education in the future. Policy will inevitably be shaped by the historical contexts within which national systems are located. The book draws on a wide range of international case studies, examined by a host of contributing experts. The movement towards quality enhancement can be seen as stimulating action at the grassroots of the academy to self-generate improvement. It is a counter to the prevalent view that change in higher education is essentially about the institutional response to increasing societal pressure and state control and, as such, is a welcome contribution to the literature. This comprehensive volume is essential reading for anyone involved in higher education and educational policy.
Author: Ulrich Teichler
Publisher: Springer Science & Business Media
ISBN: 9400759770
Category : Education
Languages : en
Pages : 301
Get Book Here
Book Description
This book presents the analysis of the representative survey about the academic profession in twelve European countries. Higher education in Europe has experienced a substantial change in recent years: Expansion progresses further, the expectation to deliver useful contributions of knowledge to the “knowledge society” is on the rise, and efforts to steer academic work through external forces and strong international management are more widespread than ever. Representative surveys of the academic profession in twelve European countries show how professors and junior staff at universities and other institutions of higher education view the role of higher education in society and their professional situation and how they actually shape their professional tasks. Academics differ across Europe substantially in their employment and working conditions, their views and their activities. Most of them favour the preservation of a close link between teaching and research and feel responsible for both theory and practice. Most consider efforts to enhance academic quality and social relevance as compatible. The overall satisfaction with their professional situation is rather high.
Author: Don Haviland
Publisher: Taylor & Francis
ISBN: 1000977986
Category : Education
Languages : en
Pages : 119
Get Book Here
Book Description
This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. NTTF experience highly uneven and conditional access to collegiality, are often excluded from decision-making spaces, and receive limited respect from their TTF colleagues because of outdated notions that link perceived expertise almost exclusively to scholarship. The result is often a sub-class of faculty marginalized in their departments, which reduces the inclusion of diverse voices in academic governance, professional relationships, and student learning. Given these implications, the authors ask, how can departments, institutions, and the profession do more to engage NTTF as full and active colleagues? The limited access of NTTF to the rights and responsibilities of collegiality harms institutional success in several ways. Given the full-time nature of their work and the heavy (but not exclusive) focus on instruction, NTTF are likely to be on campus as much or more than TTF, and thus be engaged with students, colleagues, and administrators in ways that more closely resemble TTF than part-time faculty. Their limited access to collegial spaces makes it harder for them to do their jobs by restricting access to information and input into decision-making. Moreover, since the greatest growth among women faculty and faculty of color is in NTTF roles, their exclusion from collegiality and decision-making negates the very diversity the profession claims to seek. Finally, colleges and universities face financial, curricular, and organizational challenges which require broad input, although the burden of governance is falling on fewer shoulders as the percentage of TTF declines and NTTF are excluded from these spaces.Ultimately, NTTF must be engaged as partners and colleagues in supporting institutional health. This book – the fruit of extensive data collection at two institutions over a five-year period – describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. Drawing on their research data and analysis of “healthy” departments that integrate NTTF, the authors identify the practices, policies, and approaches that support NTTF inclusion, shape a more positive workplace environment, improve morale, satisfaction, and commitment, and fully leverage the expertise of NTTF and the valuable human capital they represent. The authors argue that this more inclusive collegiality improves governance, supports institutional success, and serves diverse institutional missions. Though primarily addressed to institutional leaders, department chairs, tenure-line faculty, and leaders in the academic profession, it is hoped that the findings will be useful to NTTF who are engaged as advocates for and partners in the change process required to address the evolving structure of the university faculty.
