Inclusive Collegiality and Nontenure-Track Faculty

Engaging All Faculty as Colleagues to Promote Healthy Departments and Institutions
1. Auflage 2020
ISBN: 978-1-62036-645-5
Verlag: Routledge

Buch, Englisch, 125 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 192 g

This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. NTTF experience highly uneven and conditional access to collegiality, are often excluded from decision-making spaces, and receive limited respect from their TTF colleagues because of outdated notions that link perceived expertise almost exclusively to scholarship. The result is often a sub-class of faculty marginalized in their departments, which reduces the inclusion of diverse voices in academic governance, professional relationships, and student learning. Given these implications, the authors ask, how can departments, institutions, and the profession do more to engage NTTF as full and active colleagues? The limited access of NTTF to the rights and responsibilities of collegiality harms institutional success in several ways. Given the full-time nature of their work and the heavy (but not exclusive) focus on instruction, NTTF are likely to be on campus as much or more than TTF, and thus be engaged with students, colleagues, and administrators in ways that more closely resemble TTF than part-time faculty. Their limited access to collegial spaces makes it harder for them to do their jobs by restricting access to information and input into decision-making. Moreover, since the greatest growth among women faculty and faculty of color is in NTTF roles, their exclusion from collegiality and decision-making negates the very diversity the profession claims to seek. Finally, colleges and universities face financial, curricular, and organizational challenges which require broad input, although the burden of governance is falling on fewer shoulders as the percentage of TTF declines and NTTF are excluded from these spaces.Ultimately, NTTF must be engaged as partners and colleagues in supporting institutional health. This book – the fruit of extensive data collection at two institutions over a five-year period – describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues. Drawing on their research data and analysis of “healthy” departments that integrate NTTF, the authors identify the practices, policies, and approaches that support NTTF inclusion, shape a more positive workplace environment, improve morale, satisfaction, and commitment, and fully leverage the expertise of NTTF and the valuable human capital they represent. The authors argue that this more inclusive collegiality improves governance, supports institutional success, and serves diverse institutional missions. Though primarily addressed to institutional leaders, department chairs, tenure-line faculty, and leaders in the academic profession, it is hoped that the findings will be useful to NTTF who are engaged as advocates for and partners in the change process required to address the evolving structure of the university faculty.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Haviland, Don

Alleman, Nathan F.

Cliburn Allen, Cara

Jacobs, Jenny

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Berufliche Bildung Berufs- und Studienberatung, Karriereplanung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Foreword—Adrianna Kezar Series Foreword—Maria Maisto Acknowledgments 1. Introduction 2. Cultivating Interpersonal Trust and Respect 3. Recognizing Professional Expertise 4. Understanding Institutional Context 5. Conclusion References About the Authors Index

Über Autor(innen)

Don Haviland is professor and department chair in the educational leadership department at California State University, Long Beach. Dr. Haviland has over 25 years of experience in academic and student affairs, as well as educational research, and has extensive experience studying the faculty socialization and development process. As senior research associate at WestEd, he was part of a small team that evaluated the Preparing Future Faculty program, designed to prepare graduate students for the full range of faculty careers, for the National Science Foundation and the Annenberg Foundation. In his time at CSULB, he has studied a faculty development program around assessment and the expectations and experiences of full-time contingent faculty related to collegiality. His longitudinal study of 9 pre-tenure faculty through the first 6 years of their careers provides the empirical foundation for the proposed book. Nathan F. Alleman is associate professor in the higher education studies program at Baylor University and a research fellow with the Texas Hunger Initiative. His work focuses on marginal and marginalized populations and institutions. Cara Cliburn Allen is a doctoral candidate in the higher education studies and leadership program at Baylor University. Cliburn Allen studies the success factors of various subpopulations in higher education, including faculty (nontenure-track faculty and faculty denied tenure), underrepresented students (food insecure, community college), and student affairs administrators. Jenny Jacobs is an adjunct professor of theater who has served undergraduate and graduate programs at institutions on the east and west coasts including Temple University, Rider University, Cypress College, and Chapman University. Jacobs’s own research focuses on the value of the performing arts in higher education. Adrianna Kezar is a professor of higher education at the University of Southern California and codirector of the Pullias