Evaluations of Unionized College and University Faculty: A Review of the Laws

Sun, Jeffrey C.; Permuth, Steve

doi:10.1007/s11092-007-9038-3

Cited by 4 publications

(3 citation statements)

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“…While in both Canada and the United States faculty unions and associations, as well as national organizations like the AAUP and CAUT, sought to ensure tenure was secured through collective bargaining, these efforts have been sustained more effectively within the Canadian environment. In many American states (including North Carolina, Texas and Virginia) unionization has been outlawed or highly regulated, restricting the ability of faculty to form associations that can engage in bargaining with university management (Sun & Permuth, 2007). Additionally, a number of institutions across the United States have either abandoned tenure or modified it to a point that it no longer resembles the structure it once was.…”

Section: Discussionmentioning

confidence: 99%

“…As Penner (1994) argues, 63 Dobbie & Robinson (2008) note that many non-tenure track faculty (part-time and/or full-time) have also unionized in Canada and the United States. 64 According to Sun & Permuth [2007] the rate of unionized faculty at public institutions is significantly higher at approximately 94%. This statistic is based on 2006 data from the National Center for the Study of Collective Bargaining in Higher Education and the Professions (NCSCBHEP) and is quoted in Sun & Permuth (2007, p. 117).…”

Section: Collective Bargaining Unionization and Faculty Associationsmentioning

confidence: 99%

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Exploring the Potential of Educational Developer Portfolios

Kenny

Iqbal

McDonald

et al. 2017

To Improve the Academy

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Teaching has always been and remains a core function of universities. However, there is a pervasive assumption that research activity is privileged over teaching contributions, particularly when hiring, tenure and promotion decisions are being made. Where do such beliefs come from? Are these assumptions based on policy or practice, or a combination of the two? Is research privileged, and if so, does teaching really matter? This dissertation considers the assumption that teaching is My good fortune continued throughout my doctoral studies as I worked with my supervisor Professor Glen Jones. His ongoing support, attention to detail and thorough feedback ensured that my experience and the writing of my dissertation was rigorous but also humane! I am truly appreciative of the guidance and mentorship Professor Jones provided throughout the entire process. My thanks go out also to the members of my committee: Professors Sandra Acker and Elizabeth Smyth. I am grateful to both Professors Acker and Smyth for challenging my thinking and my assumptions and for pushing me out of my comfort zone! Also, my sincere thanks to Professors Daniel Pratt and Edith Hillan for providing such valuable feedback on my dissertation during the final stages. I must also acknowledge the ongoing support of my family and friends. I was fortunate to be raised in a family where education was valued and its pursuit was encouraged and I am grateful for the support that each and every one of the members of my immediate and extended family has provided. In particular, I would like to thank my sister-in-law and friend Kathleen, for her unwavering support and her willingness to listen. And finally, to my husband, David MacKinnon, you have been by my side as I have completed each of my degrees-without your love and constant encouragement I would not have made it through! I reserve my deepest gratitude and my eternal love for you. v TABLE OF CONTENTS Abstract …………………………………………………………………………………………………………………………. Acknowledgements ……………………………………………………………………………………………………….. List of Tables ………………………………………………………………………………………………………………….. List of Appendices ………………………………………………………………………………………………………….. Chapter 1-Introduction ……………………………………………………………………………………………….. Organization of the Study …………………………………………………………………………………….………… Chapter 2-Review of the Literature …………………………………………………………………………….. The Formalization of Tenure ………………………………………………………………………………………….. The pros and cons of tenure: scholarly debates …………………………………………………… Reforming tenure ………………………………………………………………………………………………… Impact of Tenure on Academic Work: Teaching and Research ……………………………………….. Teaching and the Evaluation of Teaching: Perceptions, Policies and Practice …………………. Emphasizing Teaching in Higher Education …………………………………………………………………….. Faculty Development Initiatives in Canada and Abroad ………………………………………………….. Impact of faculty development initiatives on teaching practice, institutional cultures and policies ……………………………………………………………………………………………. Effective Teaching Evaluation Frameworks: Recommendations from ...

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Section: Discussionmentioning

confidence: 99%

Section: Collective Bargaining Unionization and Faculty Associationsmentioning

confidence: 99%

Exploring the Potential of Educational Developer Portfolios

Kenny

Iqbal

McDonald

et al. 2017

To Improve the Academy

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“…Consequently, universities emphasized the commercialization of academic research products and processes. Furthermore, like many other situations in higher education, the legal structure opened the door for expressions of new preferences and interests, and bargaining, balancing, and leveraging took place (see also Pusser, 2004;Sun and Permuth, 2007). Third, as technology advanced, research increased.…”

Section: Chapter Summarymentioning

confidence: 99%

2009

ASHE Higher Education Report

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Executive SummaryForewordEntrepreneurship in the Contemporary AcademyDefining Academic EntrepreneurialismWhence Academic Entrepreneurialism?Overview of the VolumeTheoretical Traditions of EntrepreneurshipTheorizing EntrepreneurshipEntrepreneurship, Individuals, and the EnvironmentSummaryThe New Economy and the Entrepreneurial AcademyAn Overview of the Entrepreneurial EconomyHigher Education in the New EconomyAcademic Capitalism and EntrepreneurshipCritiques of Entrepreneurship in Higher EducationSummaryContemporary Issues in the Entrepreneurial AcademyResource Constraints and Dependencies: Research UniversitiesBeyond Research UniversitiesBeyond Profit Seeking: Social EntrepreneurshipBeyond Research: Entrepreneurship and the Teaching MissionSummaryEntrepreneurship EducationThe Emergence and Expansion of Entrepreneurship EducationActivities and Outcomes of Entrepreneurship EducationSummaryProfessional Implications and Future Research DirectionsPublic PolicymakersInstitutional AdministratorsFacultyStudentsReferencesName IndexSubject IndexAbout the Authors

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2009

ASHE Higher Education Report

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Executive Summary Foreword Overview of Intellectual Property The Framework Impact on Core Academic Functions Organization of the Monograph The Law of Copyrights Copyright Law Copyrights and Faculty, Students, and Staff Chapter Summary Copyright and Fair Use Fair Use Fair Use Challenge to Course Materials: Course Packs Fair Use and Online Instruction Implications About the Debate on Fair Use Chapter Summary The Law of Patents Patent Law The Research Exemption Copyrights and Patents: Computer Software Institutional Patent Policies Questions of Ownership: Faculty Versus Administrators Questions of Ownership: Academe Versus Industry Chapter Summary Patents and Higher Education's Entry into the Market Development of University Patent Activities Debates About University Patent Activities Chapter Summary Shared and Related Concerns About Intellectual Property Trademarks and Trade Secrets The International Setting Sovereign Immunity Chapter Summary Conclusion Notes References Name Index Subject Index About the Author

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Evaluations of Unionized College and University Faculty: A Review of the Laws

Cited by 4 publications

References 10 publications

Exploring the Potential of Educational Developer Portfolios

Exploring the Potential of Educational Developer Portfolios

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