"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are often excluded from decision-making spaces, and receive limited respect from their TTF colleagues because of outdated notions that link perceived expertise almost exclusively to scholarship.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?"--
This book focuses onthe status and work of full-time non-tenure-track faculty (NTTF) whose ranksare increasing as tenure track faculty (TTF) make up a smaller percentage ofthe professoriate. NTTF experience highly uneven and conditionalaccess to collegiality, are often excluded from decision-making spaces, and receivelimited respect from their TTF colleagues because of outdated notions that linkperceived expertise almost exclusively to scholarship. The result is often asub-class of faculty marginalized in their departments, which reduces theinclusion of diverse voices in academic governance, professional relationships,and student learning. Given these implications, the authors ask, how candepartments, institutions, and the profession do more to engage NTTF as fulland active colleagues?
The limited access of NTTF to the rights and responsibilitiesof collegiality harms institutional success in several ways. Given the full-time nature of theirwork and the heavy (but not exclusive) focus on instruction, NTTF are likely tobe on campus as much or more than TTF, and thus be engaged with students,colleagues, and administrators in ways that more closely resemble TTF thanpart-time faculty. Their limited access to collegial spaces makes it harder forthem to do their jobs by restricting access to information and input intodecision-making.
Moreover, since thegreatest growth among women faculty and faculty of color is in NTTF roles,their exclusion from collegiality and decision-making negates the verydiversity the profession claims to seek. Finally, collegesand universities face financial, curricular, and organizational challengeswhich require broad input, although the burden of governance is falling onfewer shoulders as the percentage of TTF declines and NTTF are excluded from thesespaces.
Ultimately, NTTF must be engaged as partners and colleaguesin supporting institutional health. This book the fruit of extensive data collection at twoinstitutions over a five-year period describes lessons learnedfrom and benefits experienced by departments that have successfully supportedand engaged NTTF as colleagues.
Drawing on theirresearch data and analysis of healthy departments that integrate NTTF, theauthors identify the practices, policies, and approaches that support NTTFinclusion, shape a more positive workplace environment, improve morale,satisfaction, and commitment, and fully leverage the expertise of NTTF and the valuablehuman capital they represent. The authors argue that this more inclusive collegialityimproves governance, supports institutional success, and serves diverse institutionalmissions.
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 advocatesfor and partners in the change process required to address the evolving structureof the university faculty.
This book focuses onthe status and work of full-time non-tenure-track faculty (NTTF) whose ranksare increasing as tenure track faculty (TTF) make up a smaller percentage ofthe professoriate. NTTF experience highly uneven and conditionalaccess to collegiality, are often excluded from decision-making spaces, and receivelimited respect from their TTF colleagues because of outdated notions that linkperceived expertise almost exclusively to scholarship. The result is often asub-class of faculty marginalized in their departments, which reduces theinclusion of diverse voices in academic governance, professional relationships,and student learning. Given these implications, the authors ask, how candepartments, institutions, and the profession do more to engage NTTF as fulland active colleagues?
Daugiau apie elektronines knygas