The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions resulted in four emergent themes: Balance, Place, Support, and Trust. Balance contained the themes of Workload, including promotion and tenure and time, and Roles, including sub-themes of personal and professional roles. Place described women's feelings of fit regarding age, sex, their student response and their personal response to their culture. Support highlighted people, groups and mentoring perceived as influential in their socialization. Lastly, the theme of Trust emerged as a key element of their cultural understanding regarding higher education. These pre-tenure female faculty members perceived socialization as filled with incongruency, uncertainty and rejection, and political astuteness. The women felt incongruence in terms of their personal values and those values rewarded professionally. The women's socialization was shaped by uncertainty in the promotion and tenure process and in where to put their time and energy. In addition, the women described the need for political astuteness in their professional communications and actions during their pre-tenure years. These perceptions werefurther examined through post-colonial feminist theory. The emphasis post-colonial feminist theory places on power and voice in the historically male-dominated system of higher education informed the analysis. This led to the argument for Boyer's (1990) reconstruction of scholarship as an opportunity for women to become co-creators of an environment which better promotes congruency between their personal values with elements evaluated for professional success.Embracing Boyer's (1990) concepts for re-conceptualizing scholarship may offer a potential solution which would allow the women to experience more integrated lives instead of disparate circles of personal and professional activity. Integrated lives would ease their adjustment in these pivotal pre-tenure years. / Department of Educational Studies

The purpose of this study was to determine the relationship of leisure satisfaction, job satisfaction, and life satisfaction among selected faculty in higher education institutions whose specialty teaching subject area was therapeutic recreation. This study also investigated the relationship of specific demographic variables to leisure satisfaction, job satisfaction, and life satisfaction. The variables included age, gender, education, income level, health, tenure, marital status, type of institution where employed, and participation in therapeutic recreation organizations. The population for this study consisted of 162 faculty whose specialty teaching subject area was therapeutic recreation. Subjects were selected from colleges and universities of the United States listed in the curriculum catalog published by the Recreation and Park Association, Society of Park and Recreation Education for the year 1993-1994.

The purpose of this study was to compare the attitudes of faculty at: (1) Division I NCAA and NAIA institutions, (2) Division I and II NAIA institutions on selected issues related to intercollegiate athletics, and (3) Division I NCAA and NAIA institutions toward selected issues related to intercollegiate athletics when demographics variables are considered. The problem was to determine if there were significant differences between the attitudes of the faculties.

This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college? / by Jeffrey Peter Nasse. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Conflict is present in all human relationships and societies. Throughout history, fighting has been more notable than peacemaking. Only recently have conflict resolution studies entered the mainstream of academia. Since peace is no longer an option, but a necessity, educators must become actively engaged in promoting the importance of peacemaking skills among their students. In 1986, the National Institute for Dispute Resolution funded a study of conflict resolution in higher education. Results disclosed a proliferation of courses but little about their quality. The present study evaluates the status of alternative dispute resolution (ADR) in the curricula of three major universities in North Texas and compares it with results from four other universities which were reported to have the heaviest concentration of ADR courses. A questionnaire was constructed to collect data in the following areas: place, significance of ADR in contemporary curricula, important factors determining attitudes toward ADR, and expectations/aspirations of faculty concerning teaching of ADR. Using a Likert scale, attitudes toward ADR were measured through regression analysis. Four of seven independent variables (age, sex, political orientation, and ADR training) were significant at jd = .05. Forty ADR-related courses were identified in seven universities. The concentration of ADR courses was management (35%), law (28%), sociology (23%), business (8%), and political science (8%). No courses were identified by anthropology departments. Results also reveal that the older, liberal, female, and ADR-ski lied individuals exhibit more favorable attitudes towards ADR. The study concludes that (a) concentrated efforts should be increased to teach and train educators in ADR, (b) mediation centers should be created on university campuses, and (c) an ADR communications network and data bank should be established among universities in order to allow faculty, students, practitioners, and administrators to share information. A partial list of organizations involved in peace issues and resources for establishment of campus and community-based peace mediation centers are also provided.

This study analyzes senior women faculty's discourses about personal and professional experiences they believe contributed to their advancement in academic careers in science, technology, engineering, and mathematics (STEM). The purpose of the study is to understand factors that activate women's success in STEM disciplines where women's representation has not yet attained critical mass. A poststructuralist emphasis on complexity and changing nature of power relations offers a framework that illuminates the ways in which elite women navigate social inequalities, hierarchies of power, and non-democratic practices. Feminist poststructural discourse analysis (FPDA) methods allow analysis of women's talk about their experiences in order to understand the women's complex, shifting positions. Eight female tenured full professors of STEM at research-focused universities in the United States participated in the study. Data sources were in-depth semi-structured interviews, a demographic survey, and curricula vitae. Findings will help shape programs and policies aimed at increasing female representation and promoting achievement at senior levels in academic STEM fields.

The attitudes toward the integration of faith and discipline of full-time faculty members at five selected Southern Baptist colleges and universities which are members of the Christian College Coalition were explored for this study. The integration of faith and discipline is a concept unique to Southern Baptist higher education. Arthur Walker, Jr., of the Education Commission of the Southern Baptist Convention defines the concept as referring to the mission of the institution, the personal faith of faculty members, and the professional involvement and interaction of faculty members with their students, regardless of disciplines. Since little information exists on faculty attitudes toward this concept, data were collected through a survey instrument on three dimensions of integration: professorial integration in the classroom, professorial integration in and out of the classroom, and institutional integration of faith and discipline.