Author: Susan Higley RussellPublisher:
ISBN:
Category : College teachers
Languages : en
Pages : 124
Book Description
A Descriptive Report of Academic Departments in Higher Education Institutions
Author: Susan Higley RussellPublisher:
ISBN:
Category : College teachers
Languages : en
Pages : 124
Book Description
Profiles of Faculty in Higher Education Institutions
Author: Susan Higley RussellPublisher:
ISBN:
Category : College teachers
Languages : en
Pages : 292
Book Description
Profiles of Faculty in Higher Education Institutions, 1988
Author: Susan Higley RussellPublisher:
ISBN:
Category : College teachers
Languages : en
Pages : 296
Book Description
Faculty in Higher Education Institutions, 1988
Author: 1992-93 National Study of Postsecondary Faculty Field Test Report
Author: Sameer Y. AbrahamPublisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 428
Book Description
Higher Education Opportunity Act
Author: United StatesPublisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 432
Book Description
Monthly Catalog of United States Government Publications
Author: The American Faculty
Author: Jack H. SchusterPublisher: JHU Press
ISBN: 1421402076
Category : Education
Languages : en
Pages : 602
Book Description
Higher education is becoming destabilized in the face of extraordinarily rapid change. The composition of the academy's most valuable asset—the faculty—and the essential nature of faculty work are being transformed. Jack H. Schuster and Martin J. Finkelstein describe the transformation of the American faculty in the most extensive and ambitious analysis of the American academic profession undertaken in a generation. A century ago the American research university emerged as a new organizational form animated by the professionalized, discipline-based scholar. The research university model persisted through two world wars and greatly varying economic conditions. In recent years, however, a new order has surfaced, organized around a globalized, knowledge-based economy, powerful privatization and market forces, and stunning new information technologies. These developments have transformed the higher education enterprise in ways barely imaginable in generations past. At the heart of that transformation, but largely invisible, has been a restructuring of academic appointments, academic work, and academic careers—a reconfiguring widely decried but heretofore inadequately described. This volume depicts the scope and depth of the transformation, combing empirical data drawn from three decades of national higher education surveys. The authors' portrait, at once startling and disturbing, provides the context for interpreting these developments as part of a larger structural evolution of the national higher education system. They outline the stakes for the nation and the challenging work to be done.
Monthly Catalogue, United States Public Documents
Author: Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 916
Book Description
Marginal Worth
Author: Lionel S. LewisPublisher: Routledge
ISBN: 1351292269
Category : Education
Languages : en
Pages : 162
Book Description
In the American university system for most of this century, the academic reward system has been blamed for both the neglect of teaching and a glut of uninspiring research. The salaries for faculty at institutions that place special emphasis on teaching are lower than those for faculty at institutions where both teaching and research are expected. In Marginal Worth, Lionel S. Lewis examines the contemporary academic labor market to explain why teaching—which is almost universally acknowledged both off and on campus to be at the center of the American educational experience—is not at the center of the academic labor market, and why it is only modestly rewarded. The evidence collected and analyzed by Lewis suggests that this is the case because teaching is not a particularly productive activity, and its quality is hard to measure. Teaching does not generate automatic prestige, most students do not learn a great deal, and in many instances other matters absorb the attention of faculty. Fifteen anonymous academic administrators and faculty members from around the country provided Lewis with the many letters, reports, and other documents he used in his analysis. By examining the material justifying merit salary awards, he reveals how merit is defined in academia. The focus of the letters is on teaching, research, administration, and service; teaching is not always seen as central to the academic role. For several years and from all sides, American institutions of higher learning have been called to account for a variety of failures. Significantly, the one indictment most often heard is that classrooms have been abandoned for laboratories and libraries, where faculty pursue interests to further their careers. Lewis argues that restoring the balance between teaching and research is too simple a solution to the problem. We need to better understand how disciplinary and institutional reward structures affect teaching, how and why faculty allocate their tune, and why teaching appears to be neglected and underappreciated. Lewis applies tenets of the neoclassical labor market model to the academy, and considers what might be done to strike a better balance between expectations and circumstances in the academic marketplace. This candid look into the political economy of higher education will be enlightening reading for all concerned with the future of American higher education: professors, administrators, students, and parents.