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Higher Education >> Faculty

Articles
by Bridget Kelly & Rachelle Winkle-Wagner — 2017
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.

by Adrianna Kezar — 2013
Non-tenure track faculty now make up two-thirds of the faculty, but we have very little research on this growing population. What little we know is that they often have poor working conditions. Some leaders are beginning to alter policies and practices on campus to better support these faculty. The question addressed in this particular article is: How do non-tenure-track faculty construct an understanding of support within their department? The results showcase individual and institutional conditions that uniquely shape their views, dispelling the notion that they are a mostly homogenous group. Practical implications for improving departmental and institutional life are also offered.

by Timothy Cain — 2010
This article examines the efforts to unionize college faculty in the years immediately after World War I. It demonstrates that despite some educators’ beliefs that professorial unionization offered the possibility of real change for faculty members and larger society, external opposition, internal divisions, and faculty apathy ultimately doomed these early efforts to organize American Federation of Teachers locals on college campuses.

by Dorothy E. Finnegan & Adrienne E. Hyle — 2009
As a result of personal experience and professional observations, our initial interest was to ascertain to what extent expertise is associated with rank. We assumed that assistant professors are by no means novices, rather, that they are less expert than professors. We wondered if explicit and differentiated expertise behaviors associated with the three primary ranks could be identified. In other words, to what extent is the acquisition of expert skill related to the progression through academic rank?

by Paul Shaker & Elizabeth Heilman — 2004
An increasingly broad array of cultural and institutional forces are at work creating a new “common sense” of education that maligns or manipulates the corpus of educational research and attacks promising practices and reforms. In addition, a new type of education scholarship has emerged that is delivered in alternative ways, funded through unorthodox sources, motivated by nonacademic purposes, and supported through direct access to media and political organizations, including the federal government. This article examines the details of the new commonsense policy and rhetoric and considers what is being lost and what educators need to do to restore to public education its position of civic and moral leadership in our society.

by Marybeth Gasman, Cynthia Gerstl-Pepin, Sibby Anderson-Thompkins, Lisa Rasheed & Karry Hathaway — 2004
In this article, we use narrative inquiry to engage in a collaborative project between two White faculty members and three African American graduate students.

by Lawrence Baines — 2003
An examination of the ways that professors of education have become second-class citizens in higher education and a reaffirmation of their import.

by Lynn Safarik — 2002
This grounded theory of feminist transformation was derived from an institutional and life history approach. A feminist post-structuralist and cultural theoretical perspective were used to investigate the meaning of transformation for nine feminst scholars. Dialogism, as a distinctive feminist meaning-making system and as an emergent discourse for a new generation of academic feminists were salient aspects of this contextual account of institutional transformation.

by Carmen Luke — 2002
This paper draws on data from a group case study of women in higher education management in Hong Kong, Singapore, Malaysia, and Thailand. It investigates culture-specific dimensions of what the Western literature has conceptualized as "glass ceiling" impediments to women's career advancement in higher education.

by Sabrina Zirkel — 2002
This study explores the ways that race- and gender-matched role models can provide young people with a greater sense of the opportunities available to them in the world.

by Michael Wong & William Tierney — 2001
This paper looks at the Charter School of Education at California State University Los Angeles and discusses the processes of chartering, the dynamics of such an organizational and cultural change, and the theoretical and practical implications for the reform effort.

by Ana Martinez Alemán — 2001
This paper examines the contradictory relationship between higher education's ideal of community and multiculturalism.

by Nicholas Burbules & Thomas Callister — 2000
The authors consider some issues confronting higher education as a result of the increasing use of new information and communication technologies for online teaching and the increasing globalization of higher education institutions and constituencies.

by Dia Sekayi — 2000
A commentary on the experiences of an African American woman professor in the context of her own mis-education and personal transformation

by Ellen Lagemann & Patricia Graham — 1994
A memoir describing the life, work, and accomplishments of Lawrence A. Cremin.

by Charles McCallum — 1994
Restructuring faculty rewards to encourage involvement in urban service

by Robert McCaughey — 1993
A consideration of the relationship between research and teaching

by Margarete Hall — 1992
Examines the relationship between faculty and development officers as a result of decentralization

by Richard Bentley & Robert Blackburn — 1992
An examination of the progress of female faculty and the disparities that remain

by Derek Bok — 1991
Strategies for enhancing the quality of instruction at the university level

by Joseph Murphy — 1991
This article examines the social organization of the university, faculty organization, class and education, and race and ethnicity in the context of an expanded canon.

by Susan Lloyd — 1991
Describes teacher certification in private schools, noting tension between private schools and state regulations. This article examines experiences with and reactions to state standards by Vermont and Michigan private schools. It discusses alternative teacher certification, alternative student assessment, and teacher professionalism as means of coping with the public-private split.

by Maxine Greene — 1991
Searching for a language of concern and compassion.

by Ira Harkavy & John Puchett — 1991
Universities can contribute significantly to the improvement of human welfare by directing academic resources toward solving problems. They need a radical mission-oriented focus devoted to using reason to improve the human condition and local public schools and school districts. This article describes programs that have succeeded to this end.

by Arthur Blumberg — 1988
Using faculty recollections of Burton Blatt's tenure as Dean of the School of Education at Syracuse University, this article considers how Blatt was able to have such a powerful impact on his faculty, and what can be learned about the concept of leadership of academic organizations from his legacy.

by Robert Blackburn & Denise Young — 1985
This paper compares the quality of faculty at traditionally black institutions (TBIs) and traditionally white institutions (TWIs) in Louisiana and Mississippi since the Brown v. Board of Education decision. While TBIs have improved greatly, the gap between TBIs and TWIs is still large. Selected issues are discussed.

by Robert Sardello — 1985
Higher education is an area ripe for and in need of the reflections of depth psychology. This article discusses psychological reflections on higher education.

by Mervyn Cadwallader — 1983
The modern research university has wiped out general and liberal learning in American colleges and universities. The need to restore a sense of purpose to colleges which offer general education is discussed, along with the importance of placing a proper value on teaching.

by Philip Altbach — 1981
The center-periphery concept, when applied to education, implies that the "central" institutions are research-oriented and part of an international knowledge system, while the "peripheral" institutions are not creative, but simply copy developments from abroad.

by Jinny Goldstein — 1973
Research work of professional social scientists and women's rights groups has revealed the existence of sex discrimination in American higher education.

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Book Reviews
by Andrea L. Beach, Mary Deane Sorcinelli, Ann E. Austin, & Jaclyn K. Rivard
reviwed by Julie A. Mooney & Luciano da Rosa dos Santos — 2017

by Leonard Cassuto
reviwed by Rosemary Perez & Michael DuPont — 2017

by Maria Yudkevich, Philip G. Altbach, & Laura E. Rumbley (Eds.)
reviwed by Tony Cawthon & Jimmy Howard, Jr. — 2016

by William Condon, Ellen R. Iverson, Cathryn A. Manduca, Carol Rutz, & Gudrun Willett
reviwed by Linda Taylor — 2016

by Eelco B. Buitenhuis
reviwed by Laura Knudson — 2016

by J. Luke Wood, Carlos Nevarez
reviwed by Edna Martinez — 2015

by William G. Bowen & Eugene M. Tobin
reviwed by Rozana Carducci — 2015

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Resources
  • Journal of Blacks in Higher Education
    The Journal of Blacks in Higher Education is an issue-oriented publication that examines the progress of African Americans in the nation's colleges and universities. Articles should be original works of thought and opinion and should not include extensive reviews of the work or published papers of others.
  • Digital Diploma Mills: The Automation of Higher Education
  • Journal of Computing in Higher Education
    JCHE was founded in 1989 by the New England Regional Computing Program, Inc., a consortium of 60 colleges and universities, as an important way of extending the influence of leaders around the world who are actively engaged in integrating computing into the curriculum. The Journal contains essays, book and product reviews, reports, and research articles that contribute to our understanding of the issues, problems, and research associated with instructional technologies and the integration of technology into the learning and teaching process.
  • Digital Diploma Mills or Socratic Gymnasium? The Future of the University
    A discussion of Noble's Digital Diploma Mills
  • Assessment & Evaluation in Higher Education
    Assessment & evaulation in Higher Education is an established internation refereed journal which publishes papers and reports on all aspects of assessment and evaulation within the various disciplines representative of higher education.
  • Casting New Light on Old Notions: A Changing Understanding of Community College Faculty
  • College Composition and Communication
    The editorial staff of College Composition and Communication (CCC) invites submission of research and scholarship in composition studies that supports college teachers in reflecting on and improving their practices in teaching writing. The field of composition studies draws on research and theories from a broad range of humanistic disciplines— English studies, linguistics, literacy studies, rhetoric, cultural studies, gay studies, gender studies, critical theory, education, technology studies, race studies, communication, philosophy of language, anthropology, sociology, and others—and within composition studies, a number of subfields have also developed, such as technical communication, computers and composition, writing across the curriculum, research practices, history of composition, assessment, and writing center work.
  • Why is Research the Rule? The Impact of Incentive Systems on Faculty Behavior
  • Journal of Further and Higher Education
    Over the last 20 years, the Journal of Further and Higher Education has established itself as one of the key sources for information on contemporary practice and current research on further and higher education. The journal is committed to promoting excellence by providing a forum for the debate and evaluation of a wide range of pedagogic issues and professional concerns.
  • Community College Journal of Research and Practice
    The only two-year college journal that is international in scope and purpose, this bimonthly is a multidisciplinary forum for researchers and practitioners in higher education and the behavioral and social sciences.
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