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This book presents real cases where new policies and practices have been implemented, unveiling the mechanisms required to create change, the challenges and opportunities that implementers face, and how effective methodology depends on context.
Machine generated contents note: Preface, by Kim Tolley Acknowledgements 1. From Golden Era to Gig Economy, by A.J. Angulo 2. Understanding the Need for Unions, by Adrianna Kezar and Thomas DePaola 3. A Long History of Activism and Organizing, by Timothy R. Cain 4. Union Organizing and the Law, by Gregory Saltzman 5. A Just Employment Approach to Adjunct Unionization, by Joseph McCartin and Nicholas Wertsch 6. Unionizing Adjunct and Tenure-Track Faculty at Notre Dame de Namur, by Kim Tolley, Marianne Delaporte, and Lorenzo Giachetti 7. Unions, Shared Governance, and Historically Black Colleges and Universities, by Elizabeth K. Davenport 8. Forming a Union, by Shawn Gilmore 9. Wall to Wall, by Luke Elliot-Negri 10. California State University East Bay, by Kim Geron and Gretchen M. Reevy Conclusion, by Kim Tolley and Kristen Edwards Contributors Appendix Index.
The institution of tenure—once a cornerstone of American colleges and universities—is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future? Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning. Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.
Dramatic shifts in the demographic and labor diversity of American faculty have pressed institutions and the profession to clarify who the real faculty are, from tenured to adjunct faculty. Efforts to equalize respect, resources, and treatment, although laudable, may be missing a vital aspect of the conversation: the role of collegiality and the collegium. Collegiality, the cultural, structural, and behavioral components, and the collegium, or the shared identity collegiality serves, are ancient concepts that raise timely questions for the faculty profession: What is it about the history of the professoriate in America that has rendered the collegium inadequate and yet so important in an age of differentiated labor? How might a renewed vision for collegiality bring clarity to the question of which faculty should be regarded as experts? How can we adapt and leverage these important concepts for a professoriate that is increasingly diverse by demographics and employment category in ways that result in a more inclusive and robust profession? Engaging in these questions through the extant literature will call readers into a compelling new conversation about the needs of and possibilities for the professoriate. This is the fourth issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. NTTF experience highly uneven and conditional access to collegiality, are often excluded from decision-making spaces, and receive limited respect from their TTF colleagues because of outdated notions that link perceived expertise almost exclusively to scholarship. The result is often a sub-class of faculty marginalized in their departments, which reduces the inclusion of diverse voices in academic governance, professional relationships, and student learning. Given these implications, the authors ask, how can departments, institutions, and the profession do more to engage NTTF as full and active colleagues? The limited access of NTTF to the rights and responsibilities of collegiality harms institutional success in several ways. Given the full-time nature of their work and the heavy (but not exclusive) focus on instruction, NTTF are likely to be on campus as much or more than TTF, and thus be engaged with students, colleagues, and administrators in ways that more closely resemble TTF than part-time faculty. Their limited access to collegial spaces makes it harder for them to do their jobs by restricting access to information and input into decision-making. Moreover, since the greatest growth among women faculty and faculty of color is in NTTF roles, their exclusion from collegiality and decision-making negates the very diversity the profession claims to seek. Finally, colleges and universities face financial, curricular, and organizational challenges which require broad input, although the burden of governance is falling on fewer shoulders as the percentage of TTF declines and NTTF are excluded from these spaces.Ultimately, NTTF must be engaged as partners and colleagues in supporting institutional health. This book – the fruit of extensive data collection at two institutions over a five-year period – describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. Drawing on their research data and analysis of “healthy” departments that integrate NTTF, the authors identify the practices, policies, and approaches that support NTTF inclusion, shape a more positive workplace environment, improve morale, satisfaction, and commitment, and fully leverage the expertise of NTTF and the valuable human capital they represent. The authors argue that this more inclusive collegiality improves governance, supports institutional success, and serves diverse institutional missions. Though primarily addressed to institutional leaders, department chairs, tenure-line faculty, and leaders in the academic profession, it is hoped that the findings will be useful to NTTF who are engaged as advocates for and partners in the change process required to address the evolving structure of the university faculty.
Why the Gig Academy is the dominant organizational form within the higher education economy—and its troubling implications for faculty, students, and the future of college education. Over the past two decades, higher education employment has undergone a radical transformation with faculty becoming contingent, staff being outsourced, and postdocs and graduate students becoming a larger share of the workforce. For example, the faculty has shifted from one composed mostly of tenure-track, full-time employees to one made up of contingent, part-time teachers. Non-tenure-track instructors now make up 70 percent of college faculty. Their pay for teaching eight courses averages $22,400 a year—less than the annual salary of most fast-food workers. In The Gig Academy, Adrianna Kezar, Tom DePaola, and Daniel T. Scott assess the impact of this disturbing workforce development. Providing an overarching framework that takes the concept of the gig economy and applies it to the university workforce, this book scrutinizes labor restructuring across both academic and nonacademic spheres. By synthesizing these employment trends, the book reveals the magnitude of the problem for individual workers across all institutional types and job categories while illustrating the damaging effects of these changes on student outcomes, campus community, and institutional effectiveness. A pointed critique of contemporary neoliberalism, the book also includes an analysis of the growing divide between employees and administrators. The authors conclude by examining the strengthening state of unionization among university workers. Advocating a collectivist, action-oriented vision for reversing the tide of exploitation, Kezar, DePaola, and Scott urge readers to use the book as a tool to interrogate the state of working relations on their own campuses and fight for a system that is run democratically for the benefit of all. Ultimately, The Gig Academy is a call to arms, one that encourages non-tenure-track faculty, staff, postdocs, graduate students, and administrative and tenure-track allies to unite in a common struggle against the neoliberal Gig Academy.
Faculty diversity is gaining unprecedented emphasis in the mission of colleges and universities, and institutional researchers are being pushed for relevant data. This volume examines faculty diversity from a variety of perspectives. Together, they constitute a comprehensive outlook on the subject, highlighting factors including racial background, gender, citizenship, employment status, and academic discipline, and examining how growing diversity has affected the work experience and productivity of faculty and the learning outcomes of students. Special attention is given to international and nontenure-track faculty members, two groups that have experienced rapid growth in recent years. The authors: Present empirical evidence to support the increasing importance of faculty diversity in institutional research Show the need for actively tracking the changes in diversity over time Highlight the critical role of research methodology in all such work. This is the 155th volume of this Jossey-Bass quarterly report series. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Designed to assist health professionals with the transition from a clinical role to a faculty role, Clinical Practice to Academia: A Guide for New and Aspiring Health Professions Faculty provides a comprehensive overview of higher education for new and aspiring faculty across health professions including occupational therapy, physical therapy, athletic training, nursing, speech-language pathology, clinical and diagnostic sciences, and pharmacy. This practical guide explores the complexities of the faculty role and includes specific strategies related to teaching and learning in the health professions. Written by Dr. Crystal A. Gateley, Clinical Practice to Academia includes an overview of the issues most impacting academics today. Chapters are placed within the context of current health care and higher education settings. Conceptual foundations of teaching and learning are reviewed, and specific strategies for classroom instruction are provided. The text also includes suggestions for ongoing professional development through the first few years and beyond. Unique aspects of Clinical Practice to Academia include: Introduction to institutional differences that affect faculty roles Focus on the first few years of an academic career Recommendations for exploring campus and professional resources Overview of today’s college students Self-directed learning activities in each chapter for further exploration of topics With practical advice that can be tailored to unique faculty roles, Clinical Practice to Academia: A Guide for New and Aspiring Health Professions Faculty is a must-have for any health care professionals who are moving into academia.
One of the most important issues academic organizations face is how the administration and faculty handle cultural and varied differences in higher education. High racial tensions as well as the ever-increasing need for equality suggest that changes at the highest level are essential to move forward. Diversity, Equity, and Inclusivity in Contemporary Higher Education is an essential reference source that discusses the need for academic organizations to establish policy that is current, alive, and fluid by design, thereby supporting an ongoing examination of best practices with an overt commitment to continued improvement, as well as an influence for future leaders who will emerge from the ranks. Featuring research on topics such as campus climate, university administration, and academic policy, this book is ideally designed for educators, department chairs, guidance professionals, career counselors, administrators, and policymakers who are seeking coverage on designing curricula that impact college and university admissions readiness and success.
This book examines the increasing marginalization of and response by people living in urban areas throughout the Western Hemisphere, and both the local and global implications of continued colonial racial hierarchies and the often-dire consequences they have for people perceived as different. However, in the aftermath of recent U.S. elections, whiteness also seems to embody strictures on religion, ethnicity, country of origin, and almost any other personal characteristic deemed suspect at the moment. For that reason, gender, race, and even class, collectively, may not be sufficient units of analysis to study the marginalizing mechanisms of the urban center. The authors interrogate the social and institutional structures that facilitate the disenfranchisement or downward trajectory of groups, and their potential or subsequent lack of access to mainstream rewards. The book also seeks to highlight examples where marginalized groups have found ways to assert their equality. No recent texts have attempted to connect the mechanisms of marginality across geographical and political boundaries within the Western Hemisphere.