Whither the Faculty?

Finkelstein, Martín; Conley, Valerie Martin; Schuster, Jack H.

doi:10.1080/00091383.2017.1357099

Cited by 14 publications

(16 citation statements)

References 19 publications

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“…As non-tenure or adjunct positions grow in number and popularity on U.S. college and university campuses, women find themselves more likely to fill these roles; specifically, women are 45% more likely to be in adjunct positions than their men counterparts (Wolfinger et al, 2009). Women’s presence has grown exponentially in non-tenure-track positions over the past 30 years (Finkelstein et al, 2016) with 52% of adjunct positions being filled by women (Yakoboski, 2018) compared to only 42.5% of full-time tenure-line faculty positions (American Association of University Professors, 2020). Consequently, non-tenure-track faculty constitute the new faculty majority (Kezar, 2012) with women making up the majority of those off the tenure track.…”

Section: Background Literaturementioning

confidence: 99%

Hierarchies and paradoxes: How women in non-tenure-track faculty positions experience a gendered organization.

Blalock¹,

Stefanese-Yates²

2023

Journal of Diversity in Higher Education

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Section: Background Literaturementioning

confidence: 99%

Hierarchies and paradoxes: How women in non-tenure-track faculty positions experience a gendered organization.

Blalock¹,

Stefanese-Yates²

2023

Journal of Diversity in Higher Education

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“…Patterson (2016) found that faculty staffing impacted student learning, particularly at advanced levels. Finkelstein et al (2017) found that a significant decrease in the percentage of full-time faculty members had an adverse impact on student learning. Further studies have identified a critical relationship between full-time faculty and mission fulfillment (Gerlich and Sollosy, 2010; Marsh, 2010; Speer, 2013; Maxey and Kezar, 2015).…”

Section: Introductionmentioning

confidence: 99%

Quality assurance of full-time faculty adequacy: institutional narratives

Pham

Paton

2019

Quality Assurance in Education

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Purpose Adequacy of full-time faculty is a fundamental indicator used by US accreditors to ensure quality learning environments. This paper aims to explore institutional responses to one US regional accreditor to identify themes related to adequacy of faculty in support of institutional missions over a two-year period. Design/methodology/approach A qualitative design was used to examine eighteen institutional narratives. The research question was “What themes are identified by institutions to document adequacy of full-time faculty for compliance with accreditation?” The highest level of degree awarded was used to organize emergent themes from institutional narratives (e.g. associate, baccalaureate, master’s and doctoral level institutions). Findings The study identified five themes: definition of full-time faculty; variation in assessment measures used to demonstrate adequacy of full-time faculty; institutional characteristics and full-time faculty; responsibilities of full-time faculty; and relationship between full-time faculty and student learning outcomes. The findings showed that the institutions used multiple assessment measurements to demonstrate compliance. Research limitations/implications The research design was limited to one US regional accreditation agency; therefore, the acceptable evidence related to adequacy of full-time faculty may differ among accrediting bodies, which would impact the institutional narrative and methods for demonstrating compliance. Second, some of the institutional groupings included only one or two narratives. Practical implications The finding of this study could have important implications for the research and practice of evaluating faculty in accreditation reviews. Originality/value There have been limited studies on accreditation narratives focused on the adequacy of full-time faculty. This study offers findings that may be of benefit to non-US and US higher education institutions in planning for faculty staffing patterns to support fulfillment of the institutional mission.

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“…One study of recent doctorate recipients found that only 42% of the sample had found a tenure-track or other permanent position within 6 months of graduation; 1 year from graduation only half of the sample had a permanent position (Morrison et al, 2011). This competition for academic jobs is related to the dearth of ladder-rank positions; tenured and tenure-track faculty account for fewer than 30% of all faculty members, down from 44% in 1993 while over 52% of faculty are employed part-time (Finkelstein et al, 2016). Thus, with a shrinking number of available positions, faculty may go where the jobs are, even if that job is away from family.…”

mentioning

confidence: 99%

A temporary solution to the two-body problem: How gender norms disadvantage women in commuting couples.

Sallee¹

2023

Journal of Diversity in Higher Education

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Based on interviews with 31 academics and 5 nonacademic partners, this article explores the experiences of academics in commuting couples, or those who live apart for work-related reasons. Using identity theory as a guide, this article explores how participants navigate their competing identities of academic and partner (and, for some, parent) to determine how to best accommodate their personal and professional obligations. Although commuting offered participants an opportunity to prioritize their professional identity, women in opposite-gender couples particularly struggled with the arrangement as they felt it came into conflict with their responsibilities and roles as mothers.

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Whither the Faculty?

Cited by 14 publications

References 19 publications

Hierarchies and paradoxes: How women in non-tenure-track faculty positions experience a gendered organization.

Hierarchies and paradoxes: How women in non-tenure-track faculty positions experience a gendered organization.

Quality assurance of full-time faculty adequacy: institutional narratives

A temporary solution to the two-body problem: How gender norms disadvantage women in commuting couples.

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