The Impact of Institutional Size and Complexity on Faculty Autonomy

Baldridge, J. Victor; Curtis, David V.; Ecker, George; Riley, Gary L.

doi:10.2307/1980409

Cited by 9 publications

(3 citation statements)

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“…Autonomous work may satisfy higher-order needs for achievement and accomplishment (Turner & Lawrence, 1965). Baldridge, Curtis, Ecker, and Riley (1973) characterized faculty autonomy as ''the ability of professionals to decide work patterns, to actively participate in major academic decision-making, to have work evaluated by professional peers, and to be relatively free of bureaucratic regulations and restrictions'' (p. 536). Faculty autonomy in community colleges may be constrained by curricular expectations from the professional associations that accredit many of their academic programs.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Turnover Intent in an Urban Community College: Strategies for Faculty Retention

Dee

2004

Community College Journal of Research and Practice

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Section: Theoretical Frameworkmentioning

confidence: 99%

Turnover Intent in an Urban Community College: Strategies for Faculty Retention

Dee

2004

Community College Journal of Research and Practice

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“…Many studies of colleges and universities have demonstrated that age and size are profound determinants of organizational structural characteristics such as complexity, formalization, and stratification (Baldridge, Curtis, Ecker, & Riley, 1973;Heron & Friesen, 1973;Holdaway, Newberry, Hickson, & Heron, 1975). These structural characteristics are, in turn, related to the rate of innovation initiation as well as to the rate of innovation implementation, as suggested by the work of Hage and Aiken (1970) and that of Zaltman et al (1973).…”

Section: David D Dill and Charles P Friedmanmentioning

confidence: 98%

An Analysis of Frameworks for Research on Innovation and Change in Higher Education

Dill¹,

Friedman²

1979

Review of Educational Research

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This paper seeks to facilitate research on the processes of innovation and change in higher education, an area of scholarly endeavor which is attracting much interest of late. To meet this goal, a conceptual distinction is first drawn between the broad process of organizational change and the more specific processes of purposive change and innovation. Then, a typology of four research frameworks relevant to innovation and change is presented and illustrated through exemplary studies in the field of higher education. Using techniques of causal modeling, a prototypic flowgraph is constructed to capture the major features of each framework. Flowgraphs are cast in terms of posited relationships between generic variables which can be operationalized to suit the particular needs and setting of a given study. The authors further suggest that the most productive research on change and innovation in higher education will be based on sound theoretical reasoning employing combinations of the four frameworks. They argue that the specificity inherent in causal modeling can clarify important conceptual issues and thereby promote more informative investigation.

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“…The demands and unclear expectations from university and department administrators may lead faculty of color to role conflict, which may cause them to leave their positions (Alexander-Snow & Johnson, 1998). Baldridge et al (1973) defined faculty autonomy as "the ability of professionals to decide work patterns, to actively participate in major academic decisionmaking, to have work evaluated by professional peers, and to be relatively free of bureaucratic regulations and restrictions" (p. 5). Autonomy in the workplace fosters the need for achievement and accomplishment (A.…”

mentioning

confidence: 99%

Factors Affecting Retention Plan Among Faculty of Color in Rehabilitation Counselor Education Programs

Minor

Yalmanchili

et al. 2022

Rehabilitation Counseling Bulletin

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Although many institutions of higher education have become committed to diversity and have made efforts to recruit faculty of color, the counseling profession has had a long history of underrepresentation of students and faculty of color. This study investigated the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in accredited, rehabilitation counselor education (RCE) programs. Furthermore, this study aimed to identify which factors best predict the employment continuation plans for this population. Participants were administered the Faculty Retention Questionnaire (FRQ) to examine these relationships. The sample consisted of 63 tenure-track and tenured faculty of color employed by accredited RCE programs. A univariate general linear model found that the demographic characteristics (race, ethnicity, gender, country of origin, and tenure status) did not predict the employment continuation plans of tenure-track and tenured faculty of color in accredited RCE programs. Multiple linear regression analysis was utilized to determine if the regression scores for the perception of academic climate components (role as researcher, tenure/promotion opportunities, workplace conditions, social climate, faculty/student relationships, role clarity, inter-role conflict, and person/role conflict) predicted 28.5% of the variance in the employment continuation plans of faculty of color in RCE programs. Among these, inter-role conflict was the only statistically significant predictor. Findings add to the literature pertaining to the retention of faculty of color in counselor education and suggest retention strategies supportive of faculty of color.

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The Impact of Institutional Size and Complexity on Faculty Autonomy

Cited by 9 publications

References 0 publications

Turnover Intent in an Urban Community College: Strategies for Faculty Retention

Turnover Intent in an Urban Community College: Strategies for Faculty Retention

An Analysis of Frameworks for Research on Innovation and Change in Higher Education

Factors Affecting Retention Plan Among Faculty of Color in Rehabilitation Counselor Education Programs

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