Faculty Time Allocation at Historically Black Universities and Its Relationship to Institutional Expectations

University faculty divide their time into their main academic responsibilities, typically identified as teaching, research, service, and, at institutions with strong ties to their surrounding community, outreach. Most studies of time allocation have focused on faculty at Primarily White Institutions. The present study investigated how faculty at five Historically Black Universities (HBUs) allocate their time to their academic responsibilities. Data were analyzed based on their tenure status, gender, and representation in science, technology, engineering, and mathematics. Faculty estimated the percentage of time they currently allocate (current), the time they would ideally allocate (ideal), and the time they estimate their institution expects them to allocate (expected) to each academic responsibility. Across all demographics, there were discrepancies between current and ideal time allocation to research and teaching and, in some demographics, outreach. The greatest discrepancy between current and expected time allocation was observed in time allocated to research, with women and untenured faculty also showing a discrepancy in time allocated to teaching, and underrepresented faculty showing no discrepancies between current and expected time allocation. Women, untenured, and underrepresented faculty reported that their time allocation patterns were guided by external factors rather than personal preferences. The surveyed faculty also stated that the patterns of effort distribution expected to obtain tenure were not necessarily guided by the faculty handbooks at their institution. Although this study is limited by its relatively small sample size, it provides an insight into how faculty at HBUs divide their time and the reasons for them to do so.

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The Technology Ownership and Information Acquisition Habits of HBCU Freshmen

10.28945/3113 ◽

2007 ◽

Author(s):

Nicole Buzzetto-More ◽

Retta Sweat-Guy

Keyword(s):

Historically Black ◽

Information Acquisition ◽

American Library Association ◽

The Internet ◽

American Library ◽

Black Universities ◽

Historically Black Universities ◽

Available Resources ◽

Information And Technology

In a world of expanding information and technological resources, there is increasingly a need for a citizenry that is able to access and use information and technology effectively (American Library Association, 2000). An information and technologically literate person should have access to, and be able to use, a host of available resources that include libraries, databases, and the internet in order to retrieve, evaluate, and use information effectively (Weil, 2006). This paper reports the findings of a study conducted at two Historically Black Universities that examined technology ownership and usage, as well as, the information acquisition habits of freshmen.

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Micro-politics of student participation in university leadership across the historically black universities

World Studies in Education ◽

10.7459/wse/20.1.05 ◽

2019 ◽

Vol 20 (1) ◽

pp. 67-82

Author(s):

Felix Omal

Keyword(s):

Higher Education ◽

Historically Black ◽

Good Governance ◽

Higher Education System ◽

Effective Governance ◽

Black Universities ◽

Institutional Values ◽

Historically Black Universities ◽

The University ◽

South African Higher Education

In the post 1994 South African higher education system, there have been significant moves and achievements at the transformation of higher education institutions. The chief instrument of institutional transformation has been the university governing councils. The key assumption was that transformation of the university council was key to the transformation of the universities. However, over the same period several former historically black universities have experienced periods of unrest and protest. As a result, several of these universities have remained in a state of a risk of protest. This state of tension and uncertainty that characterizes these institutions has made the different stakeholder begin to question their faith and confidence in the institutional values that govern these institutions. This paper argues that participation in leadership is key to effective governance. The paper makes use of the concept of culture within a micro-political framework to generate modes of good governance within such stakeholder institutional environments. To have been able to collect and analyze this kind, the study relied on data collected through documents, interviews and surveys. The paper ends with implications for effective governance in stakeholder governed university environments.

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Skills gap will hinder South African growth plans

Emerald Expert Briefings ◽

10.1108/oxan-db218411 ◽

2017 ◽

Keyword(s):

Historically Black ◽

South African ◽

Eastern Cape ◽

Education Spending ◽

Content Type ◽

Student Protests ◽

Black Universities ◽

Historically Black Universities ◽

Education Levels ◽

Working Class Students

Significance Last month, the budget increased education spending from 296 billion rand (22.8 billion dollars) to 321 billion rand (24.7 billion dollars), remaining constant at 6.8% of GDP and over 20% of total budgeted expenditure. Despite the increase, significant funding and upskilling shortfalls persist. Quality problems at all education levels constrain economic growth and development. Impacts Historically black universities (HBUs) will likely suffer most from any resumption of student protests. University students may push for further measures to ‘decolonise’ curricula. A ‘missing middle’ of poorer middle- and working-class students will have to rely on private-sector funding to attend university. The gap between second-level education provision in the richest (Gauteng) and poorest (Eastern Cape) provinces could widen further.

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