A Review of Non-tenure-track, Full-time Faculty at Systems Centric Systems Engineering (SCSE) Programs

In recent years, it has become commonplace for universities to hire part-time and non–tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education’s 2009 “Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education” was used to send a three-wave mailing to programs that were not schools of public health ( n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.

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Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

Education Policy Analysis Archives ◽

10.14507/epaa.v23.1934 ◽

2015 ◽

Vol 23 ◽

pp. 90 ◽

Cited By ~ 16

Author(s):

Molly Ott ◽

Jesus Cisneros

Keyword(s):

Higher Education ◽

Organizational Commitment ◽

Full Time ◽

Tenure Track ◽

Faculty Work ◽

Theoretical Frameworks ◽

Work Lives ◽

Workplace Experiences ◽

Job Characteristics Model ◽

Time Faculty

Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham’s (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment. Findings demonstrate important consistencies in full-time faculty views of their workplaces and jobs across appointment type. Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest being removed from the tenure track is not associated with faculty viewing their jobs in a substantially different way than those in tenure line positions, which underscores the importance of conceptualizing full-time faculty work as an integrated whole.

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A test of resource dependency theory using higher education institution behavioral changes after state based merit aid adoption

10.32469/10355/66165 ◽

2018 ◽

Author(s):

◽

Jason (Jason F.) Evans

Keyword(s):

Institutional Support ◽

Full Time ◽

Tenure Track ◽

Merit Aid ◽

Part Time Faculty ◽

Tenure Track Faculty ◽

Dependent Variables ◽

Part Time ◽

Time Faculty ◽

Faculty Employment

The purpose of this study was to analyze whether four-year, public institutions altered their behaviors as their revenue streams changed. I utilized state based merit aid adoption to examine whether institutions altered their functional expenditures and faculty employment behaviors as institutions became more resource dependent on students. The dependent variables concerning functional expenditures analyzed were instruction, research, student services, public services, academic support, institutional support, and scholarships. The dependent variables concerning faculty employment analyzed were part-time faculty, full-time non-tenure-track faculty, and fulltime tenure-track faculty. A difference-in-difference estimation strategy estimated institutional responses to a merit aid program being adopted in their state. The findings indicated that after merit aid adoption in their state, institutions altered their behaviors in ways that indicated they became more resource dependent on students. Specifically, the models indicated that, on average, institutions in states that adopted a merit aid program spent more money on instruction, institutional support, and scholarships and employed more part-time faculty than institutions in states that did not adopt any merit aid program. The findings of this study suggest that if states direct funds to students that institutions will respond as though the students provide the funding and not the state.

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The Grass is Always Greener on the Other Side of the Fence: Making a Transition from Student Affairs Administrator to Full-Time Faculty

NASPA Journal ◽

10.2202/0027-6014.1336 ◽

2004 ◽

Vol 41 (2) ◽

Cited By ~ 2

Author(s):

Phyllis McCluskey-Titus ◽

Tony W. Cawthon

Keyword(s):

Student Affairs ◽

Small Population ◽

Full Time ◽

Personnel Preparation ◽

Administrative Positions ◽

Faculty Position ◽

Student Affairs Practitioners ◽

Graduate Preparation ◽

Student Personnel ◽

Time Faculty

A research study was conducted using the small population of current graduate preparation faculty who were both NASPA members and former student affairs practitioners (n=38). The purpose of this study was to discover the benefits and challenges faced by practitioners when moving from an administrative position to a full-time faculty position in a student personnel preparation program. The following subjects were considered in this study: factors respondents considered when moving to a full-time faculty position, challenges respondents encountered in making the career change, differences between former administrative positions and current faculty positions, and type of preparation respondents reported were necessary for success in a faculty role. Some of the positive differences respondents described included: control over their quality of life, the ability to focus on teaching and research, and the ability to contribute to the profession. Certain challenges were recounted by respondents such as adjusting to the faculty culture and work expectations, development of a research agenda, having fewer resources as a full-time faculty member, and a difference in quality and nature of relationships.

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Faculty Publishing Productivity: Comparisons over Time

College & Research Libraries ◽

10.5860/crl.67.3.230 ◽

2006 ◽

Vol 67 (3) ◽

pp. 230-239 ◽

Cited By ~ 16

Author(s):

John M. Budd

Keyword(s):

Academic Librarians ◽

Tenure Track ◽

Data Set ◽

Part Time Faculty ◽

Time Period ◽

Rate Of Increase ◽

Part Time ◽

Per Capita ◽

Time Faculty ◽

Over Time

Concerns about higher education abound, and these include concerns about productivity. The present study extends two previous examinations of faculty publishing productivity covering the years 1991 to 1993 and 1995 to 1997. Both members of ARL and a group of institutions included in ACRL’s data set are included. For both groups there are some increases in mean total numbers of publications, although the rate of increase has decreased since the second time period. Per capita rates of publication demonstrate an even flatter pattern. In recent years, there have been some changes in the dynamics of universities’ faculties; there are more part-time faculty and more faculty who are not on the tenure track. These factors, coupled with the publishing data, point to activities that all academic librarians should be aware of.

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Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

Learning Disability Quarterly ◽

10.2307/27740359 ◽

2009 ◽

Vol 32 (2) ◽

pp. 87-100 ◽

Cited By ~ 20

Author(s):

Christopher Murray ◽

Allison Lombardi ◽

Carol T. Wren ◽

Christopher Keys

Keyword(s):

Faculty Attitudes ◽

Faculty Members ◽

University Faculty ◽

Full Time ◽

Prior Training ◽

Students With Learning Disabilities ◽

Positive Attitudes ◽

Students With Ld ◽

The Relationship ◽

Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

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Comparison of Productivity and Cost of Full-Time and Part-Time Faculty Members in an Academic Department of Radiology

Journal of the American College of Radiology ◽

10.1016/j.jacr.2006.01.010 ◽

2006 ◽

Vol 3 (5) ◽

pp. 335-339 ◽

Cited By ~ 7

Author(s):

James H. Thrall ◽

Margaret J. Meehan ◽

Dianne G. Whelton

Keyword(s):

Academic Department ◽

Faculty Members ◽

Full Time ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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Participation by Women in Annual Meetings, 1970-78

Political Science and Politics ◽

10.1017/s1049096500007277 ◽

1979 ◽

Vol 12 (03) ◽

pp. 318-324 ◽

Cited By ~ 1

Author(s):

Martin Gruberg ◽

Virginia Sapiro

Keyword(s):

Political Science ◽

The United States ◽

Moderate Increase ◽

Full Time ◽

Part Time Faculty ◽

Faculty Teaching ◽

Previous Decade ◽

The Status ◽

Part Time ◽

Time Faculty

In the late sixties, women in the United States became sensitized to their second-class status and organized to raise their consciousness and change their conditions. At the same time women in academia began to organize within their disciplines to address the problems they faced there. Political science was no exception; in 1969, when women constituted 5 percent of the membership of the APSA and 8 percent of all political science faculty teaching in colleges and universities, the APSA Committee on the Status of Women in the Profession and the Women's Caucus for Political Science formed. Numerous reports have revealed a moderate increase in the presence of women in the profession in recent years. As Table 1 shows, the percentage of degrees in political science awarded to women has increased since 1970. By the academic year 1976–77 women constituted 11 percent of full-time faculty and 18 percent of part-time faculty. Twenty-three percent of the students entering Ph.D. programs in 1977 were women, a downturn of 3 percent from the previous year, although an overall rise from the previous decade.

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