The changing context of academic work: fragmentation, institutional horizontal diversity and vertical stratification

Jones, Glen A.

doi:10.4337/9781839102639.00010

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, because of time constraints and contract obligations, if non-tenure track/non-promotional faculty focus largely on students' in-class experience rather than the whole student experience, what effect might this have on their perceptions? With the number of non-tenure track/non-promotional faculty members increasing on Canadian campuses (Field et al, 2014;Jones & Weinrib, 2022), institutions must make retention objectives salient for everyone.…”

Section: Discussionmentioning

confidence: 99%

“…Expanding on this research, Banasik and Dean (2016), Baldwin and Chronister (2001), Hearn et al (2012), and Umbach (2007b) acknowledged differences in levels of non-full-time faculty integration, which may contribute to differing perceptions of departmental and institutional priorities, such as student success and retention initiatives. Jones, 2013Jones, , 2019Jones & Weinrib, 2022;Sonner, 2000;Wallin, 2004). Concerning academic integrity, Hudd et al (2009) found several differences between non-full-time and full-time faculty.…”

Section: Academic Ranksmentioning

confidence: 99%

“…There has been increasing discussion in academic and media discourses regarding the use of nonfull-time faculty members in post-secondary contexts. The number of full-time faculty has not increased at the same rate as student enrolment, thus, opening the door to a number of sessional, adjunct, and lecturer positions (Dobbie & Robinson, 2008;Field et al, 2014;Jones, 2019;Jones & Weinrib, 2022). Ensuring all faculty members, irrespective of academic rank, are engaged in supporting student success can be problematic.…”

Section: Academic Ranksmentioning

confidence: 99%

See 2 more Smart Citations

Examining the Role of Faculty Subcultures in Perceptions of Student Retention Initiatives

Arnold,

Clarke,

Seifert

2023

View full text Add to dashboard Cite

Scholars and practitioners have argued that student success must be a shared responsibility among members of the campus community. Academic and student affairs cultures play imperative roles in the establishment and success of partnerships designed to support student success. However, little is known about the differences within the academic affairs culture that shapes faculty members’ perceptions of such initiatives. Understanding how faculty members perceive student retention efforts is essential in developing a shared responsibility for student success. This research examines the extent to which faculty with various academic ranks (tenured/promoted, tenure track, and non-tenure track/non-promotional), years employed at current institution, and broad disciplinary areas vary in their perceptions of departmental and institutional retention initiatives. Faculty members’ perceptions of these retention initiatives are measured according to awareness of their departments’ and institutions’ academic and co-curricular activities, dedication of resources towards promoting retention, and communication about available support services. Results revealed variations among faculty members in their perceptions of departmental and institutional retention efforts according to the subcultures analysed. Implications for faculty members, student affairs staff members, and administration are considered.

show abstract

Section: Discussionmentioning

confidence: 99%