How Does University Decision Making Shape the Faculty?

Autor/inn/en	Cross, John G.; Goldenberg, Edie N.
Titel	How Does University Decision Making Shape the Faculty?
Quelle	In: New Directions for Higher Education, (2003) 123, S.49-59 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.120
Schlagwörter	College Planning; Educational Administration; Decision Making; College Faculty; Community Colleges; Tenure; Educational Change + Suchen Sie Ihr Suchwort? Studienplanung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Decision-making; Entscheidungsfindung; Fakultät; Community college; Community College; Amtszeit; Beschäftigungsdauer; Bildungsreform
Abstract	Even a cursory reading of the higher education literature reveals a growing concern with the changing mix of tenure-track and non-tenure-track faculty. The focus a few years ago was on the apparent withdrawal of tenure-track faculty from commitment to instruction, especially at the first- and second-year levels. The focus now is on the rapidly growing use of non-tenure-track faculty for instruction at that same level. Of course, the two phenomena are opposite sides of the same coin, and educators are gradually coming to see what may be an important structural change in the way instruction is offered in our institutions of higher learning. In most discussions of the growing role of non-tenure-track faculty, cost is presumed to be the driving factor. What had yet to be learned is whether this process is leading to permanent change in the structure of the professoriate, and if it is, whether it implies that we are entering a period of crisis that threatens the quality and integrity of our entire system of higher education. To answer this question, more facts and fact-based analysis are needed. We need to understand why universities operate as they do, what problems are driving their financing and employment decisions, and what consequences flow from them. In this chapter, the authors describe their attempt to collect more detailed evidence from which can be drawn well-informed inferences. Although still at the pilot stage, they are able to offer tentative conclusions based on a small sample of institutions of a specific type. (Contains 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10