The purpose of this study was to examine the attributes that possibly influence the adjustment of white faculty at selected Historically Black Colleges and Universities (HBCUs) in Texas. The results of this study may contribute to a research area that has not been thoroughly examined. The main objective of the study was to examine white faculty adjustment to their employment at an HBCU with respect to their interactions with the black student body, black faculty peers, black administrators, family and friends, commitment to HBCU missions, academic rank, tenure, age, and gender. The study was based on the perceptions and viewpoints of the white faculty members at four (4) HBCUs in Texas; three (3) small private liberal arts colleges and one (1) larger public university. A review of the literature indicated that little research has been conducted on the experiences of white faculty at HBCU, although white faculty members have been an integral part of the inception and evolution of these institutions. Interest in diversity within American higher education has grown in the past two decades and HBCUs have always been on the cutting edge of the practice of diversity. However, these institutions have been left out of the general discourse concerning diversity in American higher education. White faculty members can attest to the diversity, as well as to the pressures within the ivory walls of HBCUs. The findings of this study indicated that no category of white faculty attained an adjustment score that reflected a positive level of adjustment to the HBCU environment. The perceived attitudes of white faculty members’ parents proved to be more influential among the individual attributes than any other category. This inferred that parent attitudes more than any other attribute affected white faculty at HBCUs. The results from this current study may provide the foundation for new research with respect to white faculty at HBCUs. Suggestions for revisions were offered, including suggestions for further research with respect to minority-classified groups at various institutions of higher education. The results may possibly add to the discourse on multiculturalism and diversity in American higher education.

This poster presents the results of an exploratory survey to understand the current publishing behaviours, and open access awareness and attitudes, of faculty at the University of Saskatchewan. The research was conducted in an effort to establish a basis for the potential development of a scholarly communications program at the University Library. / Poster presented at the 2013 Canadian Library Association (CLA) conference in Winnipeg.

The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition, the study examined why faculty chose to work, and remain, at their current institution. The role of some factors in faculty decisions to become and remain as academics was examined. The study also sought participants views on ways in which Canadian universities can attract and retain young individuals in academe.<p> This study is a case study of faculty at the University of Saskatchewan, Saskatoon. Gerring (2004) defined a case study as an intensive study of a single unit with an aim to generalize or transfer findings across a larger set of units. In understanding the factors influencing the decisions of Canadian faculty to choose and remain in academe, this study concentrated on one among others (Stake, 2005, p. 444) faculty members at the University of Saskatchewan, Saskatoon. All faculty members at the University of Saskatchewan, Saskatoon were invited to participate in the study through the University of Saskatchewans Personalized Access to Web Services (PAWS). Participants were provided with a Uniform Resource Locator (URL) link that directed them to complete the survey instrument. A total of ninety two faculty members participated in the survey. The data were collected between the months of October 2007 and May 2008.<p> It was found in the study that an individuals decision to pursue an academic career is a product of interrelated factors that are personal, social and environmental. The study found that motivations for pursuing an academic career are both intrinsic and extrinsic, but largely intrinsic. The study found that graduate school experience played an important role in participants decisions to become faculty members, and that financial considerations were unimportant in participants decisions to become faculty members. The study found that mentoring and awareness creation about the professoriate are important in attracting and retaining young individuals in academe.<p> This study has implications for universities, graduate programs and graduate faculty that could better enable aspiring faculty envision the professoriate and its demands. Educating aspiring faculty about the professoriate will provide them a rich, full understanding of academic life and faculty careers (Austin, 2002, p. 109). The study has an implication for aspiring faculty that the love of ones field and the desire to teach and do research is a pre-requisite for becoming a faculty member. The study found that an individuals decision to become a faculty is not exclusively influenced by personal or environmental factors, but by interrelated factors that are personal, social and environmental. An implication of the study is that a more interactive and holistic approach to understanding career decisions is necessary in academe. Such an interactive and holistic approach will provide a basis for understanding how to attract and retain young individuals in academe.

This study seeks to understand the current publishing behaviours and attitudes of faculty, across all disciplines, at the U of S in response to the growing significance of OA publishing and archiving. The broad objective of this research is to discover what the current and emerging needs of U of S researchers are in order to determine if scholarly communications services are in demand here. And, if so, to provide an evidence-based foundation for the potential future development of such a program of services at the University Library. / Slides from a presentation given at EBLIP7, Saskatoon, July 2013.

The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition, the study examined why faculty chose to work, and remain, at their current institution. The role of some factors in faculty decisions to become and remain as academics was examined. The study also sought participants views on ways in which Canadian universities can attract and retain young individuals in academe.<p> This study is a case study of faculty at the University of Saskatchewan, Saskatoon. Gerring (2004) defined a case study as an intensive study of a single unit with an aim to generalize or transfer findings across a larger set of units. In understanding the factors influencing the decisions of Canadian faculty to choose and remain in academe, this study concentrated on one among others (Stake, 2005, p. 444) faculty members at the University of Saskatchewan, Saskatoon. All faculty members at the University of Saskatchewan, Saskatoon were invited to participate in the study through the University of Saskatchewans Personalized Access to Web Services (PAWS). Participants were provided with a Uniform Resource Locator (URL) link that directed them to complete the survey instrument. A total of ninety two faculty members participated in the survey. The data were collected between the months of October 2007 and May 2008.<p> It was found in the study that an individuals decision to pursue an academic career is a product of interrelated factors that are personal, social and environmental. The study found that motivations for pursuing an academic career are both intrinsic and extrinsic, but largely intrinsic. The study found that graduate school experience played an important role in participants decisions to become faculty members, and that financial considerations were unimportant in participants decisions to become faculty members. The study found that mentoring and awareness creation about the professoriate are important in attracting and retaining young individuals in academe.<p> This study has implications for universities, graduate programs and graduate faculty that could better enable aspiring faculty envision the professoriate and its demands. Educating aspiring faculty about the professoriate will provide them a rich, full understanding of academic life and faculty careers (Austin, 2002, p. 109). The study has an implication for aspiring faculty that the love of ones field and the desire to teach and do research is a pre-requisite for becoming a faculty member. The study found that an individuals decision to become a faculty is not exclusively influenced by personal or environmental factors, but by interrelated factors that are personal, social and environmental. An implication of the study is that a more interactive and holistic approach to understanding career decisions is necessary in academe. Such an interactive and holistic approach will provide a basis for understanding how to attract and retain young individuals in academe.

This study examined faculty perceptions of plagiarism in the classroom using a qualitative case study methodology. A single university was used for the case study to locate all data under a single institutional culture. A purposive sample of eleven faculty were interviewed and content analysis was conducted on the data. The data were analyzed using Lave and Wenger’s theory of legitimate peripheral participation, a learning theory which proposes that all learning takes place in a community of practice and that learning takes place as a result of interactions between members of the community of practice. Because the data were analyzed using legitimate peripheral participation, faculty were asked to reflect on how they learned to write in their discipline, how they view their role in working with students as they become proficient in writing in their discipline, and what happens when students violate community practices. This study attempted to reframe scholarship that approaches plagiarism as a right vs. wrong issue and recast scholarship on plagiarism as an issue of students moving toward full participation in the community of practice of academic scholars under the tutelage of faculty members. Research participants saw themselves as mentors to students as they developed their academic writing standards and abilities, a philosophy in keeping with the tenets of legitimate peripheral participation. Research participants attributed violations of community standards to institutional constructs such as grades, social constructs such as culture or generation, or individual constructs such as moral character or upbringing.

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The purpose of this study was to examine the attributes that possibly influence the adjustment of white faculty at selected Historically Black Colleges and Universities (HBCUs) in Texas. The results of this study may contribute to a research area that has not been thoroughly examined. The main objective of the study was to examine white faculty adjustment to their employment at an HBCU with respect to their interactions with the black student body, black faculty peers, black administrators, family and friends, commitment to HBCU missions, academic rank, tenure, age, and gender. The study was based on the perceptions and viewpoints of the white faculty members at four (4) HBCUs in Texas; three (3) small private liberal arts colleges and one (1) larger public university. A review of the literature indicated that little research has been conducted on the experiences of white faculty at HBCU, although white faculty members have been an integral part of the inception and evolution of these institutions. Interest in diversity within American higher education has grown in the past two decades and HBCUs have always been on the cutting edge of the practice of diversity. However, these institutions have been left out of the general discourse concerning diversity in American higher education. White faculty members can attest to the diversity, as well as to the pressures within the ivory walls of HBCUs. The findings of this study indicated that no category of white faculty attained an adjustment score that reflected a positive level of adjustment to the HBCU environment. The perceived attitudes of white faculty members’ parents proved to be more influential among the individual attributes than any other category. This inferred that parent attitudes more than any other attribute affected white faculty at HBCUs. The results from this current study may provide the foundation for new research with respect to white faculty at HBCUs. Suggestions for revisions were offered, including suggestions for further research with respect to minority-classified groups at various institutions of higher education. The results may possibly add to the discourse on multiculturalism and diversity in American higher education.

No description available.

Through a mixed methods approach, this study provides a greater understanding of salary inequality in U.S. business schools and how it changed between 1998 to 2004. The quantitative research examines full-time faculty using individual-level salary data from both a constant sample of 307 institutions and a larger 2004 sample of 464 schools, allowing for in-depth examination of inequality including within institutions. The qualitative research used interviews with business school deans to uncover decisions that, in the aggregate, can impact faculty salary inequality.Quantitative analysis of faculty salary utilized descriptive statistics as well as several inequality measures, along with regression analyses, to reveal the level and structure of inequality and the contributions of within-institution and between-institution inequality. Salary inequality increased between 1998 and 2004. However, contrary to previous research, salary inequality isn't attributed to superstar salaries; the growth in salary inequality is attributable to negative real growth in the lower tail of the salary distribution. Analysis between institutions reveals that the highest paying 10% of institutions are pulling away, increasing stratification between the most prestigious institutions and the others. Although private school faculty earn more than their public counterparts, salary inequality among faculty at public institutions increased more rapidly. Institutional characteristics including Carnegie classification, MBA ranking, degrees offered, accreditation, faculty size, tuition and fees, state appropriations per student and endowment per student contribute to differences in salary inequality between institutions. Within institutions, unionization and higher MBA ranking correspond to lower salary inequality; whereas research/doctoral, public institutions, and larger faculty size correspond to more salary inequality. Differences also exist in the inequality source: upper tail or lower tail.While the primary interview theme is the rule of the market, deans do make individual decisions based on their own competitive marketplace. The qualitative inquiry revealed four decision categories that can affect salary inequality, including: hiring strategies, environmental influences--colleges and fields, compensation challenges and market response strategies, all which may collectively increase or decrease faculty salary inequality. Interview analysis revealed additional questions that need to be answered using quantitative data, from changes in faculty composition, to compression/inversion, and salary inequality differences across fields.