Faculty Development and Achievement: A Faculty's View.

Autor/inn/en	Braskamp, Larry A.; und weitere
Titel	Faculty Development and Achievement: A Faculty's View.
Quelle	(1982), (29 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Rank (Professional); Achievement Need; Adult Development; College Environment; College Faculty; Comparative Analysis; Developmental Stages; Higher Education; Interpersonal Relationship; Interprofessional Relationship; Job Satisfaction; Mentors; Occupational Aspiration; Productivity; Professional Recognition; Professors; Scholarship; Student Teacher Relationship; Teacher Attitudes; Work Attitudes + Suchen Sie Ihr Suchwort? Erwachsenwerden; Hochschulumwelt; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsneigung; Berufsziel; Produktivität; Scholarships; Stipendium; Lehrerverhalten; Work attitude; Arbeitshaltung
Abstract	The way that 48 faculty at a major research university view their professional aspirations, achievement, and career conflicts between their professional activities and personal relationships was evaluated. In addition, a conceptual framework of faculty development using three professorial ranks as three qualitatively different stages of professional development is presented. Interviews were conducted with assistant professors, associate professors, and full professors from various departments. The goals of the assistant professors were aimed at succeeding and/or surviving in the profession rather than making a significant contribution to society or helping others. They expressed a need for professional recognition, and 11 of the 15 assistant professors considered the greatest sense of accomplishments were from having a study published or presented at a national convention. Goals of associate professors related more to helping students than scholarship from writing and research. Ten of the 15 associate professors have helped others by serving as a mentor to students and younger faculty. Professors experience the greatest sense of accomplishment from research, publication, and writing (13 professors) and from teaching and working with students (8). Information is also presented on satisfactions in life and environmental "press." It is suggested that career development of faculty seems to follow a consistent pattern that is tied to advancement through the professorial ranks. The concept of life stages, using the three academic ranks as the major professional stages, is discussed. A bibliography is appended. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01