共查询到20条相似文献，搜索用时 307 毫秒
1.
Faculty members in higher education institutions frequently have the responsibility of providing service activities to their institutions, professional societies, and external communities. This responsibility, however, generally carries little reward in the workplace and does not play a major role in promotion criteria. For the study we report here we drew upon a sample of 4,400 research university faculty members to explore their satisfaction with service roles by academic rank. Findings showed that mid-career faculty members at the associate professor rank were significantly less satisfied with their service functions, including workload, equity, work balance, recognition, and institutional support, when compared with both assistant and full professors. 相似文献
2.
This article reports on the impact of organized research centers on professional effort, productivity, and perceptions of
work satisfaction for life sciences faculty members at research intensive universities’ medical schools in the U.S. Results
indicate that senior center-affiliated faculty members taught less but worked more total hours than peers not affiliated with
centers. Senior affiliated faculty members were more productive than their non-affiliated peers and were more likely to be
principal investigators on externally funded grants. Center-affiliated faculty members were more likely to be dissatisfied
with their mix of activities and workload but more likely to be satisfied with job security and autonomy. Implications beyond
this context are suggested.
Sarah A. Bunton is a Senior Research Associate at the Association of American Medical Colleges in Washington DC. She received her B.A. from
the University of Chicago, her M.A. from the University of Minnesota, and her Ph.D. in higher educational policy also from
the University of Minnesota. Her research interests include postsecondary faculty work life and satisfaction, higher education
organization, and student development.
William T. Mallon is Assistant Vice President and Director of Organization and Management Studies at the Association of American Medical Colleges.
Dr. Mallon received his B.A. and M.A. from the University of Richmond and his M.Ed. and Ed.D. in higher education policy from
Harvard University. His research interests focus on the ways in which academic medical centers recruit and retain faculty
and administrative leaders and the interorganizational relationships among medical schools, teaching hospitals, and parent
universities. 相似文献
3.
Various measures are presently utilized for the purposes of determining faculty teaching effort and assigning teaching loads. This study investigates how well the predictor variables of credit hours, student credit hours, contact hours, and student contact hours correlate with faculty self-report measures of time-use for each class taught. Additionally, the question of differences among measures of faculty work effort per class when faculty are classified by academic rank was investigated. The findings of this study indicate that of the commonly used measures of total faculty effort for a class only contact hours are a reliable measure, and neither the level of instruction nor the academic rank of the teacher have much to do with the faculty member's effort as measured in time for a class. 相似文献
4.
Gerald W. McLaughlin James R. Montgomery Beatrice T. Mahan 《Research in higher education》1979,11(1):23-35
Factors which comprise the bases for salary increases and adjustments at major research universities have long been topics of conversation and supposition. Based on responses from over 12,000 faculty members, this paper reviews, by faculty rank, items which are likely to contribute to salary and suggests that faculty members can follow certain strategies which are more likely than others to bring a financial reward. Research procedures employed include linear models and multiple regression. 相似文献
5.
Leo L. Rockwell 《College Teaching》2013,61(1):17-18
Faculty workload is based on the amount of time spent on teaching, research, and service. The workload varies according to institutional focus, teaching field, type of course, course level, and instructional format. Compared with traditional face-to-face courses, online courses require a disproportionate investment of time and effort by faculty, necessitating special consideration when calculating faculty workload. The authors examine the workload for faculty teaching online courses in community colleges, specifically, the number of online classes taught per semester, class sizes for online courses, incentives for online instructors and how the workload for online instructors is calculated. Results indicate inconsistent practices within and between institutions; the workload for online instructors based on class sizes is less than, equal to, or more than that of faculty teaching face-to-face courses. Further investigations into common practices at other institutions and dialogue between administrators and faculty to discuss workload issues are recommended. 相似文献
6.
H. Carol Greene Katherine A. O’Connor Amy J. Good Carolyn C. Ledford Betty B. Peel Guili Zhang 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):429-447
This article describes the experiences, perceptions, and available support systems of untenured faculty from a south eastern United States public university system in their progress toward tenure. Survey results were used to develop a model support system for new faculty. Data were collected from an online survey sent to 191 tenure‐track faculty in colleges of education, yielding a 50% (n = 96) response rate. The following research questions guided this research: (a) What are the expectations for teaching, research and service in the colleges of education surveyed? (b) In what ways are untenured faculty supported and/or mentored? (c) What kind of support system(s) need(s) to be in place to assist new faculty in balancing teaching, research, and service expectations? In this mixed‐methods study, respondents were asked about their workload, expectations for tenure, and formal and informal support they received on the tenure track. Untenured faculty reported stressful and unbalanced lifestyles, and work expectations exceeded assigned workloads for several institutions. A new faculty comprehensive support system model is suggested. 相似文献
7.
Kateřina Zábrodská Jiří Mudrák Iva Šolcová Petr Květon Marek Blatný Kateřina Machovcová 《教育心理学》2018,38(6):800-819
This study examined both direct and indirect associations of faculty burnout with psychosocial work environments, using the job resources-demands framework. A sample of 2,229 faculty members (57.1% male) throughout public universities in the Czech Republic completed a questionnaire comprising measures of burnout and psychosocial work environment characteristics from the Copenhagen Psychosocial Questionnaire II. We formulated a structural model that hypothesised a positive effect of job demands (quantitative demands, work-family conflict (WFC), job insecurity) and a negative effect of job resources (influence, social community, role clarity) on burnout. Results showed that the strongest predictor of burnout was WFC, which had a direct positive effect on burnout and mediated the positive effect of quantitative demands on burnout. Further, a small direct negative effect of age and an indirect positive effect of involvement in research grants and administrative paperwork on burnout were observed. The findings indicate that university management can most effectively address burnout in academic staff not only by implementing policies that reduce WFC, workload and administrative paperwork, but also by providing more job resources to younger faculty and faculty involved in grant-based projects. 相似文献
8.
A random sample of faculty members and department heads rated the acceptability of alternative responses to financial retrenchment pressures within a framework created by a fictitious but realistic scenario. Relatively few differences were found among the recommendations and/or preferences of department heads, tenured faculty, and nontenured faculty. There was a strong preference for protecting the instructional program even at the cost of research and service activities. Several findings, including the preference for reductions in noninstructional rather than instructional programs, were consistent with a self-serving hypothesis. Respondents from departments with recent enrollment declines were more willing than other respondents to accept heavier work loads as a response to retrenchment pressures. Implications for planning processes were discussed. 相似文献
9.
Building upon earlier work by Camp, Gibbs, and Masters II, (1988). The Journal of Higher Education 59(6): 652–667 and Wenger and Girard, (2000). Research in Higher Education 41(2):195–207, we present a model for allocating funds for salary increases to faculty lines within an academic unit at a
public research university. The model first divides available funds into three separate amounts, based on the unit norms adopted
by the faculty of the academic unit. These norms define the relative effort levels to be placed on teaching, scholarship,
and service. The model enables individual faculty members to negotiate different effort levels for the respective activities.
Within each of these activities, specific weights can be assigned to different types of accomplishments. The result is a flexible
approach that allows fair and predictable salary increases to be assigned on the basis of criteria that have been agreed to
by the faculty of the academic unit. 相似文献
10.
《Africa Education Review》2013,10(3):398-414
ABSTRACTThis article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring instrument. The results indicated that there were no statistically significant differences in the total working hours per week in terms of gender, schools, academic qualifications and positions. However, there were statistically significant differences in the hours spent performing core academic activities such as teaching and learning, administration and management, research and postgraduate supervision, and community engagement and services to the scholarly community. The results indicated inequalities in the workload allocation of academic staff, with some staff members being underutilized and others significantly over worked. 相似文献
11.
Abstract The attitudes of faculty members from four universities toward teaching, research and the associated reward system were studied through questionnaires. The survey generated 302 responses (i.e. 76.8% response rate) from two agricultural universities as well as two faculties of agriculture. Principal component analysis shows that attitudes toward teaching and research are multifaceted. Faculty members believe that teaching and research are mutually supportive, and represent the basic mission of the universities; the reward system influences teaching staff's participation in research, while both teaching and research offer satisfaction. Teaching and research are incompatible but have a positive affect on teaching. However, t-test analyses show that the faculty differ in the strength of their attitudes due to institutional affiliations and personal characteristics (such as gender, tenure, and rank). 相似文献
12.
Universities attempt to hire the highest quality faculty they can, but they are not always successful at retaining them. Furthermore, some faculty members who do remain may not function as engaging colleagues who make others want to stay. This study investigates why some faculty members leave and why others stay by illuminating the complexities of individual experiences. Using semi-structured interviews rather than surveys, a matched cohort of 123 faculty members (half current and half former) from one institution was interviewed. Although some of their primary reasons for satisfaction or dissatisfaction (e.g., collegiality, mentoring) were predicted by general survey research, there were also unforeseeable issues that strongly influenced satisfaction and decisions to stay or leave, demonstrating the importance of institution-specific research. This paper provides a method for collecting institution-specific information as well as several arguments for conducting interviews instead of pre-defined surveys. 相似文献
13.
This article uses data from the 1993 National Study of Postsecondary Faculty to examine the status of women and minorities among faculty employed at public 2-year colleges nationwide. A variety of outcomes are considered including: employment status, salary, rank, and tenure status. The analyses show that human capital, structural, and market characteristics appear to explain the observed differences in the employment experiences of women and men faculty at public 2-year colleges and some, but not all, of the observed racial/ethnic group differences. When compared with the results of other research, this study suggests fundamental differences in the reward structures for faculty at public 2- and 4-year institutions. Implications of the analyses are discussed. 相似文献
14.
This study attempts to unravel the complex relationships between faculty entrepreneurialism and teaching. Specifically, this study (1) compares the extent of entrepreneurial activities (i.e., using funds for research and consulting activity) across disciplinary fields and levels of teaching commitment and (2) examines the relative effects of faculty entrepreneurialism on commitment to teaching. Using a national database of four-year college faculty, research findings demonstrate variations of teaching commitment with respect to disciplinary fields and forms of entrepreneurial activities. More important, this study reveals rather strong negative relationships between using funds for research and teaching commitment. Such findings have important implications for policy makers, administrative leaders, and university faculty as they seek to balance the institution's instructional mission in light of the increasing trend toward entrepreneurialism. 相似文献
15.
Jean S. Filetti 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):343-352
Universities generally have clear expectations for teaching and scholarship, and often a faculty member’s publications, research and scholarship are the primary factors in tenure and promotion decisions. Many universities do include service as one component in annual reviews as well as in assessing progress toward tenure and promotion. Unfortunately, criteria for evaluating service are often not specified. Having vaguely outlined expectations for service sends a message that service does not matter, ultimately doing a ‘disservice’ to faculty who need guidance on appropriate levels of service. As much as possible, department chairs, governance bodies that represent the faculty, and administrators who are responsible for evaluating faculty need to ensure that faculty members understand how they will be assessed in the area of service and to make evaluation in this area as transparent as possible. 相似文献
16.
Shen Hong 《Chinese Education & Society》2020,53(3):61-79
Abstract The “2014 Chinese University Faculty Survey” found that: University faculty in China are young, recent recipients of their academic degrees, and have a high level of inbreeding within academia; there is a high percentage of doctoral degree holders; a large proportion are from villages and towns, and have parents with low-level education and employment; overall they feel high levels of work pressure as well as job satisfaction. They work on average 45?hours a week and are paid nearly RMB 110,000 yuan per year. One third of them live in “policy apartments,” one third have no overseas experience, and one fifth would not choose the academic profession again if they had the chance. They would prefer a teaching to research ratio of 2:8, but their actual work ratio for teaching, research, and service is 4:4.5:1.5. Three conclusions may be drawn from the results of the survey: the academic profession is highly equitable, but would benefit from people from more diverse backgrounds joining; there is a high threshold for entering the profession but opportunities for advancement need to be improved; it is a highly specialized profession that places a high demand on academic excellence. 相似文献
17.
Difficult financial times appear to lie ahead for higher education, and efforts to increase instructional productivity may be required. What kinds of efforts will faculty members support or at least condone? The answer would appear to lie in awareness of the process of faculty socialization. It is argued that through the collegiate experience, the future college professor is socialized to a conventional teaching role, which is grounded firmly in a traditional instructional model, and that efforts to increase instructional productivity must be cognizant of and consistent with this role and model. Empirical data from faculty in eight Pennsylvania colleges supported the hypothesis—with one important refinement: adjustments must be made for the implications of enlightened faculty self-interest. 相似文献
18.
The purposes of this study are to add to the existing knowledge base on research self-efficacy beliefs of faculty members and their influence on research productivity, and to inform higher education administrators about the relationship between research self-efficacy beliefs and research productivity. A theoretical framework of social cognitive theory underpins the study in which 109 faculty members completed the Research Self-Efficacy Inventory and Research Productivity Index. Quantitative analysis indicated that there is a significant but small correlation between research self-efficacy and productivity. 相似文献
19.
Satoshi P. Watanabe 《Asia Pacific Journal of Education》2011,31(4):407-420
Since the corporatization of national universities, the environment surrounding Japanese universities has dramatically changed in various respects. A series of government-led attempts have intended to support the domestic colleges and universities in gaining a competitive edge by improving the quality of teaching and research as well as guaranteeing the international validity of the country's higher education system. Impacts of all the challenges that have been tackled with internal efforts in the last few years could be enormous on the personnel workload. However, little is known about the impacts of Japan's recent university education reform, particularly on the changing workload of the faculty who engage at the forefront in student teaching and advising, administrative roles as well as research activities. Using results from individual faculty interviews, this paper attempts to link the changing workload of Japanese professors with specific reasons that are rooted in the country's recent university education reform. Reviewing the effects of the reform on faculty workload provides us with important insights for the long term and guides us to prevent the derailment from the endeavour to which a significant amount of resources have been dedicated by the country. 相似文献
20.
Faculty Research Productivity: Exploring the Role of Gender and Family-Related Factors 总被引：2，自引：0，他引：2
Sax Linda J. Hagedorn Linda Serra Arredondo Marisol Dicrisi Frank A. 《Research in higher education》2002,43(4):423-446
This study explores the role of several family-related factors in faculty research productivity for a large, nationally representative sample of university faculty members. The role of marriage, children, and aging parents is examined after controlling for other personal and environmental factors, such as age, rank, department, and intrinsic motivations to conduct research, that previous research has shown to influence research productivity. Analyses are conducted on a sample of 8,544 full-time teaching faculty (2,384 women and 6,160 men) at 57 universities nationwide. Results show that factors affecting faculty research productivity are nearly identical for men and women, and family-related variables, such as having dependent children, exhibit little or no effects on research productivity. 相似文献