'Separate but Not Quite Equal': Collegiality Experiences of Full-Time Non-Tenure-Track Faculty Members

Autor/inn/en	Haviland, Don; Alleman, Nathan F.; Cliburn Allen, Cara
Titel	'Separate but Not Quite Equal': Collegiality Experiences of Full-Time Non-Tenure-Track Faculty Members
Quelle	In: Journal of Higher Education, 88 (2017) 4, S.505-528 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2016.1272321
Schlagwörter	Collegiality; College Faculty; Church Related Colleges; Research Universities; Governance; Tenure; Professional Recognition; Peer Relationship; Organizational Culture; Academic Rank (Professional); State Universities; Teacher Attitudes; Institutional Mission; Social Integration; Work Environment + Suchen Sie Ihr Suchwort? Kollegialität; Fakultät; Kirchliche Hochschule; Forschungseinrichtung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Amtszeit; Beschäftigungsdauer; Peer-Beziehungen; Unternehmenskultur; Staatliche Universität; Lehrerverhalten; Soziale Integration; Arbeitsmilieu
Abstract	Collegiality, which indicates respect, a voice in decision making, and a commitment to the common good, is central to academic governance and faculty culture. However, as faculty work is increasingly unbundled, little is known about how concepts traditionally applied to tenure-track faculty, such as collegiality and the collegium (to which access is granted through recognition of expertise), apply to newer categories such as "full-time non-tenure-track faculty" (NTTF). This interview study investigated collegiality experiences among 38 full-time NTTF in a public comprehensive university and a religiously affiliated research university. A framework blending symbolic interaction (Blumer, 1980; Snow, 2001) and role ambiguity (Bess, 1992) was used to understand the experiences of NTTF with collegiality. Findings suggest that with little opportunity to earn recognition as experts based on scholarship, NTTF experiences with collegiality are at best conditional and at worst deficient. Interactions with colleagues, institutional structures, and professional/academic culture reflect substantial role ambiguity that creates a "separate but not quite equal" status for NTTF. The practice of maintaining NTTF on the periphery of collegiality and the collegium may well compromise the health and vitality of an increasingly differentiated faculty body and the ability of universities to accomplish their academic missions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01