Stress in Senior Faculty Careers

Autor/in	Russell, Brendan C.
Titel	Stress in Senior Faculty Careers
Quelle	In: New Directions for Higher Education, (2010) 151, S.61-70 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.401
Schlagwörter	Higher Education; Job Satisfaction; Researchers; College Faculty; Colleges; Labor Turnover; Faculty Mobility; Teacher Persistence; Stress Variables; Teaching (Occupation); College Administration; Administrators; School Culture; Collegiality; Teacher Salaries; Teacher Employment Benefits; Fringe Benefits; Professional Autonomy; Faculty Workload + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Researcher; Forscher; Fakultät; College; Hochschule; Fachhochschule; Teaching; Lehrberuf; College administrators; Hochschulverwaltung; Schulkultur; Schulleben; Kollegialität; Lehrerbesoldung; Lehrervergütung; Sozialabgaben; Berufsfreiheit
Abstract	According to the Carnegie Foundation, faculty job satisfaction has declined drastically over the past few decades at institutions of higher education (Shuster and Finkelstein, 2006). Researchers have also found that faculty satisfaction is critical to the vitality of colleges and universities (Clark, Corcoran, and Lewis, 1986; Farrell, 1983). Senior faculty members, defined here as those who have tenure, can significantly impact institutional vitality because they make up 50 percent of the professoriate (U.S. Department of Education, 2008). In addition, a recent study suggests that one disengaged senior faculty member can significantly damage an entire academic unit at a college or university (Huston, Norman, and Ambrose, 2007). Due to the potential for such negative effects, researchers have asked the following question: What factors affect senior faculty retention and attrition at institutions of higher education? The author begins this chapter by analyzing the most common factors presented in the literature. He then argues that institutions must consider the particular needs of their senior faculty members and be willing to make change(s) to retain them. In addition, he finds that further research can better inform institutions as they diagnose and attend to their senior faculty. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10