Faculty Status, Tenure, and Professional Identity: A Pilot Study of Academic Librarians in New England

Autor/in	Freedman, Shin
Titel	Faculty Status, Tenure, and Professional Identity: A Pilot Study of Academic Librarians in New England
Quelle	In: portal: Libraries and the Academy, 14 (2014) 4, S.533-565 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
DOI	10.1353/pla.2014.0023
Schlagwörter	Pilot Projects; College Faculty; Tenure; Academic Libraries; Professional Identity; Librarians; Staff Role; Correlation; Gender Differences; Ethnicity; Work Experience; Demography; Educational Background; Administrator Attitudes; Surveys; Teacher Surveys; Career Development; Professional Recognition + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Fakultät; Amtszeit; Beschäftigungsdauer; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Korrelation; Geschlechterkonflikt; Ethnizität; Employment experience; Job experience; Occupational experience; Berufserfahrung; Demografie; Vorbildung; Survey; Umfrage; Befragung; Berufsentwicklung
Abstract	Faculty status, tenure, and professional identity have been long-lasting issues for academic librarians for nearly forty years, yet there is little agreement on the benefits of faculty status. This paper examines faculty status and tenure for academic librarians and presents the results of a survey inquiry into professional identity, current and expected roles, views on faculty status and tenure, and personnel status of academic librarians in the New England area. The study affirms that 45 percent of the respondents have some combination of faculty status, tenure status, and faculty plus tenure status, and that 65 percent of academic librarians do not have tenure. While all academic librarians perceive strong professional development support, only those with faculty status and tenure (and librarians involved with new and emerging areas of study) see themselves having more career advancement and development opportunities. This research concludes that librarians' professional identities are closely matched with five traditional roles. Four new or emerging roles, which may be referred to as "educator," "teacher," "information professional," and "facilitator of learning," reveal significant differences across personnel status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10