The Career Development of Pretenure Faculty: An Institutional Study.Reportar como inadecuado




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A study examined untenured faculty at the University of Massachusetts (Amherst) to determine their job satisfaction and work stress, changes in these areas over time, and ways the university could enrich their job experience. Two cohorts were studied via questionnaires. The first cohort comprised first-year faculty (N=23) and the second comprised all other tenure-tracked faculty (N=185). Questionnaires were returned by 100 faculty in the second cohort, and by 19 of 23 faculty in the first cohort; 20 of the first cohort faculty were also interviewed. Findings showed that from optimistic and enthusiastic beginnings, work stress increased and job satisfaction deteriorated over time. Budget restrictions and less resource availability were seen as being detrimental to career development. New faculty desired more assistance than they received in adjusting to their new setting and in establishing themselves as researchers and teachers, a condition particularly strong in female faculty. Finally, 82 percent of faculty, after their first year, indicated a likelihood of seeking jobs with other universities within the next year. These results suggest a greater need to provide social, intellectual, and physical support in attracting, developing, and retaining new and junior faculty, and recommendations for this are provided. Contains 10 references and 10 tables. (GLR)

Descriptors: Career Development, College Faculty, Collegiality, Comparative Analysis, Employer Employee Relationship, Higher Education, Job Enrichment, Job Satisfaction, Nontenured Faculty, Quality of Working Life, Questionnaires, Teacher Attitudes, Teacher Morale, Work Attitudes











Autor: Sorcinelli, Mary Deane; Billings, Deborah A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10042&id=ED359875







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