Integrating Professionally Oriented Faculty: Views of Professionally Oriented Faculty, Tenure-Track Faculty, and Administrators

2021 ◽  
Author(s):  
Margaret E. Knight ◽  
Dana R. Hermanson
Keyword(s):  
Decision Making ◽  
Faculty Members ◽  
Tenure Track ◽  
Research Focus ◽  
Accounting Faculty ◽  
Tenure Track Faculty ◽  
Faculty And Administrators

Based on a survey of professionally oriented (PO) accounting faculty, tenure-track faculty, and administrators, we examine the integration of PO faculty members into accounting departments. We find fairly positive views regarding PO faculty members’ integration into accounting departments, the leveraging of PO faculty members’ skills, and PO faculty members’ contribution to achieving departmental missions. However, PO faculty are less positive than others about their integration and the leveraging of their skills, and they are more positive than tenure-track faculty about their contribution to achieving departmental missions. PO faculty primarily contribute in teaching and service, with limited research focus. We find evidence of needed improvements in PO faculty benefits, with broad support for certain improvements, but PO faculty are significantly more likely than others to offer specific suggestions for change. We offer four action steps primarily to bolster the strategic and decision-making roles of PO faculty.

scholarly journals Professional Internships for PhD Students

2015 ◽  
Vol 37 (3) ◽  
pp. 44-45
Author(s):  
Christopher Penny
Keyword(s):  
Biological Sciences ◽  
Research Council ◽  
Academic Work ◽  
Faculty Members ◽  
Tenure Track ◽  
Diverse Range ◽  
Tenure Track Faculty ◽  
The Usa ◽  
The Uk ◽  
Research Councils

According to NIH statistics, only 8% of people that begin a biology PhD in the USA become tenure-track faculty members. Anecdotally, this number can vary between 1 and 10%, depending on the institution and field. For those young scientists who want a career within academia, these statistics can be both daunting and depressing. For those who can't wait to leave, or for those who choose to leave with perhaps less enthusiasm, there is a world of opportunities in a diverse range of sectors. However, many non-academic jobs require experience or skills that are difficult to obtain or apply while studying for a PhD. Recently, the research councils within the UK, and in particular the Biotechnology and Biological Sciences Research Council (BBSRC), have made some large investments to provide PhD students with additional skills and experience beyond their academic work.

Work Motivation and Job Satisfaction of Sport Management Faculty Members

2018 ◽  
Vol 12 (2) ◽  
pp. 80-89 ◽  
Author(s):  
Sarah Stokowski ◽  
Bo Li ◽  
Benjamin D. Goss ◽  
Shelby Hutchens ◽  
Megan Turk
Keyword(s):  
Job Satisfaction ◽  
Sport Management ◽  
Work Motivation ◽  
Department Chairs ◽  
Faculty Members ◽  
Tenure Track ◽  
Motivation Factors ◽  
Job Satisfaction Survey ◽  
Tenure Track Faculty ◽  
Education Administrators

Informed by self-determination theory, this study builds on previous research to examine the work motivation and job satisfaction levels of sport management faculty members, as well as any relationship between their job satisfaction levels and work motivations. A total of 193 sport management faculty responded to a survey consisting of the Job Satisfaction Survey and the Motivation at Work Scale. Results revealed that regarding job satisfaction, faculty members were more satisfied with work itself, supervision, and coworkers and were less satisfied with pay, operating procedures, and reward. While participating sport management faculty had the highest mean in intrinsic motivation, job satisfaction also was significantly positively correlated with identified regulation. Male faculty showed significantly greater overall job satisfaction than female faculty, but gender did not affect work motivation factors. Finally, results revealed no significant differences among tenured, tenure-track, and non-tenure-track faculty in motivation levels, but after controlling for motivation, job satisfaction levels of non-tenure-track faculty were significantly less than those of tenured and tenure-track faculty. Results of this study can assist higher education administrators (i.e., department chairs, deans, provosts) to better understand that this population is highly intrinsically motivated and identifies deeply with their work. Administrators should work diligently to preserve autonomy, a factor that appears to lead to greater levels of motivation and job satisfaction.

scholarly journals The Coming Accounting Crisis

2007 ◽  
Vol 4 (5) ◽  
Author(s):  
Tim V. Eaton
Keyword(s):  
Performance Measurement ◽  
Accounting Education ◽  
Tenure Track ◽  
Accounting Profession ◽  
New Faculty ◽  
Accounting Faculty ◽  
Tenure Track Faculty ◽  
Accounting Courses

The accounting profession is facing a potential crisis not only from the overall shortage of accounting faculty driven by smaller numbers of new faculty entering the profession as many existing faculty retire but also from changes that have been less well documented.  This includes: (1) changes in attitude towards the roles of teaching, service and research and (2) changes in performance measurement and compensation.  If not adequately addressed, many institutions may have difficulty staffing adequate sections of accounting courses.  Implications could include an even greater increase in teaching by non-tenure track faculty, which could have significant implications for accreditation and potentially on the quality of accounting education

scholarly journals Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University

2021 ◽  
Vol 11 (8) ◽  
pp. 419
Author(s):  
Maria Chierichetti ◽  
Patricia Backer
Keyword(s):  
Online Teaching ◽  
Well Being ◽  
Faculty Members ◽  
Tenure Track ◽  
Engineering Faculty ◽  
Faculty Teaching ◽  
Tenure Track Faculty ◽  
San Jose State University ◽  
College Of Engineering ◽  
The Impact

In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students’ well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members’ main concerns focus on testing and assessment and students’ engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease.

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