Turning from Time to Space: Conceptualizing Faculty Work

2009 ◽  
pp. 355-388 ◽  
Author(s):  
Aaron M. Kuntz
Keyword(s):  
Faculty Work

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

Ties to the outside: An exploration of faculty interactions with external organizations

2018 ◽  
Vol 4 (1) ◽  
pp. 295-313 ◽  
Author(s):  
Karley A Riffe
Keyword(s):  
Study Design ◽  
Financial Constraints ◽  
Academic Discipline ◽  
Faculty Members ◽  
Faculty Work ◽  
Case Study Design ◽  
Low Resource ◽  
Faculty Interactions ◽  
Embedded Case Study

Faculty work now includes market-like behaviors that create research, teaching, and service opportunities. This study employs an embedded case study design to evaluate the extent to which faculty members interact with external organizations to mitigate financial constraints and how those relationships vary by academic discipline. The findings show a similar number of ties among faculty members in high- and low-resource disciplines, reciprocity between faculty members and external organizations, and an expanded conceptualization of faculty work.

scholarly journals Community Partnership Interprofessional Program as Pedagogy: Process Outcomes and Faculty Impressions

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Mary Ann Littleton ◽  
Ken Z. Silver ◽  
Susan L. Grover ◽  
Rachel Ward ◽  
Randy L. Byington ◽  
...  
Keyword(s):  
Health Education ◽  
Rural Health ◽  
Interprofessional Education ◽  
Health Program ◽  
Community Partnership ◽  
State University ◽  
Faculty Work ◽  
Community Partners ◽  
Traditional Health ◽  
Process Outcomes

Background: Since 1992, East Tennessee State University (ETSU) has augmented traditional health professions curricula with community-based, experiential learning through the Community Partnership Interprofessional Rural Health Program. The program was expanded in 2005 by including more interprofessional faculty, students, and community partners. Interprofessional teams of students and faculty work with community organizations to identify health needs and assets and implement health education programs or services.Methods and Findings: Course process outcomes were compiled from a survey of section reports and presentations. Faculty impressions of being involved in the course were gathered through conducting interviews with five interprofessional faculty. From 2005–2011, community partners included individuals, groups, and organizations within seven counties in Tennessee. Forty programs and services have been implemented through the program during the past seven years. Faculty reported the main reasons for being involved are their interests in interprofessional education and working in communities. Faculty also cited 12 different types of teaching strategies (pedagogical approaches) employed through the course.Conclusions: The Community Partnership Interprofessional Rural Health Program at ETSU is a testing ground for the unique combination of communitybased learning and interprofessional health education. Study findings demonstrate how the course has benefited faculty, students, and communities.

scholarly journals How significant are the public dimensions of faculty work in review, promotion and tenure documents?

eLife ◽  
2019 ◽  
Vol 8 ◽  
Author(s):  
Juan P Alperin ◽  
Carol Muñoz Nieves ◽  
Lesley A Schimanski ◽  
Gustavo E Fischman ◽  
Meredith T Niles ◽  
...  
Keyword(s):  
Academic Careers ◽  
Faculty Work ◽  
Public Funds ◽  
Public And Private ◽  
The Public ◽  
Promotion And Tenure ◽  
Traditional Research ◽  
The Us ◽  
Public Evaluation ◽  
Work Done

Much of the work done by faculty at both public and private universities has significant public dimensions: it is often paid for by public funds; it is often aimed at serving the public good; and it is often subject to public evaluation. To understand how the public dimensions of faculty work are valued, we analyzed review, promotion, and tenure documents from a representative sample of 129 universities in the US and Canada. Terms and concepts related to public and community are mentioned in a large portion of documents, but mostly in ways that relate to service, which is an undervalued aspect of academic careers. Moreover, the documents make significant mention of traditional research outputs and citation-based metrics: however, such outputs and metrics reward faculty work targeted to academics, and often disregard the public dimensions. Institutions that seek to embody their public mission could therefore work towards changing how faculty work is assessed and incentivized.

scholarly journals Effect of Stress due to COVID-19 Pandemic on Time Management Skills among University Professionals

2021 ◽  
Author(s):  
Manjunatha BK Goud ◽  
Tarig H Merghani ◽  
Joan Bryant Kumar ◽  
Laxminarayana Kurady Bairy
Keyword(s):  
Stress Level ◽  
Negative Correlation ◽  
Time Management ◽  
Significant Negative Correlation ◽  
Full Time ◽  
Years Of Experience ◽  
Management Skills ◽  
Faculty Work ◽  
Cross Sectional ◽  
Job Experience

Introduction: Time management skills are necessary for professionals to accomplish their goals and succeed in their career. The recent changes in the educational environment that were caused by the Coronavirus Disease 2019 (COVID-19) could be stressful and might affect the structure of faculty work. Aim: To evaluate the stress level among university personnel during the COVID-19 outbreak and its relation to their time management skills. Materials and Methods: A cross-sectional web-based survey was conducted on a sample of 56 university professionals. Each participant filled a google form questionnaire consisting of Perceived Stress Scale (PSS) and Time Management Scale (TMS). The results were analysed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: A total of 56 responses were received from full-time faculty and staff with 60% response rate. The overall PSS (mean±SD) was 15.29±7.13, indicating a low level of stress among the professionals. The mean TMS of 37.98±7.63 indicates an average time management skills. Significant negative correlation was found between PSS and TMS (r=-0.371, p=0.005). A positive correlation was found between TMS and years of experience (r=0.278, p=0.038). Both PSS and TMS had insignificant association with age, gender and years of experience. Conclusion: The stress level during the COVID-19 outbreak is relatively low among the University professionals. The TMS has a negative correlation with the PSS; however, it improves with the increase in years of job experience.

AUTOMATION OF IT FACULTY WORK FROM THE TEACHING STAFF PERSPECTIVE

2021 ◽  
Author(s):  
Eerik Muuli ◽  
Eno Tõnisson ◽  
Marina Lepp ◽  
Reimo Palm ◽  
Piret Luik
Keyword(s):  
Teaching Staff ◽  
Faculty Work

Internationalized Courses on Campus

2019 ◽  
pp. 213-227
Author(s):  
Rebekah de Wit ◽  
Mary Beth Furst
Keyword(s):  
Community College ◽  
Study Abroad ◽  
General Education ◽  
International Education ◽  
Annual Review ◽  
Faculty Work ◽  
Existing Structures ◽  
International Perspectives ◽  
Academic Enrichment ◽  
General Education Requirements

Internationalizing the community college curriculum offers an opportunity to reach a broad range of students completing their general education requirements. Implementing course internationalization on campus also maximizes the student body's participation in international education, particularly in community college contexts where study abroad is not a viable option for many students due to resource limitations. Efforts to internationalize the curriculum should target high-enrolled courses across campus that fit within existing programs of study. Faculty coordinating these courses are integral in extending the scope of the course objectives by integrating international perspectives. Faculty work is acknowledged through existing structures of professional development and annual review processes. An internationalized curriculum combined with study abroad and other cross-cultural experiential learning forms the framework for an academic enrichment program called Global Distinction.

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