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.

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.

Este estudio examinó la opinión del profesorado sobre la espiritualidad en una universidad privada en Lima, Perú. Se utilizó el enfoque mixto secuencial y abarcó dos etapas. Para la fase cuantitativa 240 profesores completaron la escala de Bienestar Espiritual (SWBS) de Paloutzian y Ellison (1982). Se analizaron cinco preguntas de investigación que exploran 5 variables. Para conocer si existían diferencias significativas dentro de esas variables se utilizaron las pruebas no paramétricas U de Mann-Whitney y Kruskal-Wallis. Sólo el género mostró una diferencia significativa en las puntuaciones de bienestar espiritual. La fase cualitativa se dio por medio de un grupo de enfoque y participaron cinco profesores para explorar la diferencia de género. La diferencia entre hombres y mujeres se exploraron mediante cinco preguntas y emergieron cuatro temas: enculturación de género, maternidad biológica, estrés y fuerza interna. / This study examined the professoriate view of spirituality at a private university in Lima, Peru. A two-phase, sequential mixed method was used. Two hundred forty professors completed Paloutzian and Ellison’s (1982) Spiritual Well-Being Scale (SWBS) for the quantitative phase. Five research questions exploring the professors’ gender, general area of teaching (humanities vs. sciences), highest university degree earned, age, and total years of university teaching experience were analyzed to determine if any significant differences existed within those variables. Two non-parametric tests were used: the Mann-Whitney U test and the Kruskal-Wallis Test. It was discovered only gender showed a significant difference. Five surveyed professors participated in the focus group phase exploring significant gender difference on the spiritual well-being scores. Five questions explored this difference between males and females. Four themes emerged: gender role enculturation, biological motherhood, stress, and internal strength.

No description available.

The intent of the study was to ascertain the importance faculty at Historically Black Private Colleges and Universities in Texas place upon academic activities of research, teaching and service. A survey of faculty at 4 historically black private colleges and universities in Texas (HBCUs) was conducted to collect data from 158 faculty members; 107 usable questionnaires were returned. A response rate of 67.7 percent was achieved. The pattern that emerged from the data indicates the HBCU faculty in this study lean toward teaching and service as being a viable measure for tenure and promotion. The HBCU faculty in this study should remain cognizant that they are an intricate element within the higher education discipline. According to the perceptions of the HBCU faculty, several indicated that their college/university is important; however, they indicated that their academic discipline is less important in comparison. According to the perceptions of the HBCU faculty, many respondents indicated that their job is a source of considerable personal strain. A comparison with the findings of the 1989 Carnegie Foundation for the Advancement of Teaching reveals more similarities than differences.

Calls for reform in doctoral education are not new. However, the past decade has experienced renewed interest and discussion in preparing the future professoriate. Whereas most studies of graduate student socialization and preparation for faculty roles have focused on doctoral students or new faculty, this study examined the perceptions of senior faculty members involved in doctoral education. All senior faculty (n=4970) in biological sciences, English, mathematics, and non-clinical psychology from a stratified sample of 69 research universities nationwide were invited to participate. More than 1150 faculty completed a web-based survey. Respondents rated the importance of 18 competencies (based on a framework by Austin and McDaniels) and 24 roles during 1) the first three years of faculty work and 2) doctoral education. Additionally, participants identified persons having primary responsibility for introducing doctoral students to each competency or role. Faculty respondents rated general competencies and research roles as more important than teaching and service roles for both new faculty and doctoral students. Whereas nearly all items were rated higher in importance for faculty than students, mean difference scores showed great variability. Results also varied by discipline. In general, most respondents viewed the doctoral student advisor or all faculty members in the academic unit as having primary responsibility for introducing specific roles and competencies to doctoral students; other common responses included the student and nobody. Results of the study have important implications for doctoral education at the national, institutional, and unit levels. First, consideration of disciplinary differences in priorities for doctoral training and new faculty development programs is vital. Additionally, multiple stakeholders can impact the preparation of future faculty. Training institutions, hiring institutions, and students can play a role in narrowing the gap between doctoral student preparation and the work required of new faculty. Suggestions for future research include expanding the sample to include a broader array of academic disciplines and incorporating qualitative methods to discern reasons for disparities in the importance assigned to specific competencies and roles. Research should also explore the perceptions of senior faculty concerning the worth and feasibility of recent recommendations aimed at better preparing future faculty.

Made available in DSpace on 2016-08-03T16:16:11Z (GMT). No. of bitstreams: 1 Texto Completo.pdf: 949643 bytes, checksum: f8a6bd6cde82b7cf84fbd52dcfc987cb (MD5) Previous issue date: 2009-03-02 / From the case study of a unit of public education, this research aimed to investigate the existence of ideological mechanisms of professoriate speech about the school failure of the less advantaged social stratum, in order to captivate some of the strategies put in action by teachers to avoid any responsibility that may reflect on them as the low academic achievement of students. Based on the connection between the valuing of the cultural capital and the selection process played by the school system within the capitalist model and having as the main theoretical references the authors Pierre Bourdieu & Jean Claude Passeron and Christian Baudelot & Roger Establet, who comment upon the education system, we set out to verify the participation of professor as an agent of social education system, which contributed to the reproduction of social relations, trying to analyze how teachers recognized themselves through the success or failure of their school student and ideological mechanisms diffused by them to hide their contribution in the process production of school failure, in particular, concerning students from underprivileged social classes, which are often labeled and stigmatized as losers or unable, for failing to be successful in school activities.(AU) / A partir do estudo de caso de uma unidade pública de ensino, esta pesquisa almejou investigar a existência de mecanismos ideológicos presentes no discurso docente a cerca do fracasso escolar das camadas menos favorecidas, buscando captar algumas das estratégias acionadas pelos professores para se eximir de qualquer responsabilidade que possa recair sobre eles quanto ao baixo rendimento escolar dos alunos. Apoiado na conexão existente entre a valorização do capital cultural e os processo de seleção desempenhado pelo sistema escolar dentro do modelo capitalista e tendo como principais referenciais teóricos os autores Pierre Bourdieu & Jean Claude Passeron e Christian Baudelot & Roger Establet, os quais fazem uma crítica social ao sistema de ensino, pretendeu-se verificar a participação do professor enquanto agente social do sistema escolar, que contribui para a reprodução das relações sociais, buscando analisar como os docentes se reconhecem no sucesso ou fracasso escolar de seus aluno e os mecanismos ideológicos veiculados por eles para ocultar sua contribuição no processo de produção do fracasso escolar, em especial, dos alunos das classes sociais menos favorecidas, que muitas vezes são rotulados e estigmatizados como fracassados ou incapazes, por não conseguirem obter êxito nas atividades escolares.(AU)

Southern Baptist-Related college faculty attitudes and opinions on areas of higher education most important to the professoriate as identified by the Carnegie Foundation in its 1989 National Survey of Faculty are described in this study and compared with the data from the survey reported by the Carnegie Foundation in The Condition of the Professoriate: Attitudes and Trends, 1989 and Scholarship Reconsidered: Priorities of the Professoriate. The data were compared in the eight areas: goals of collegiate education, academic standards, attitudes about student life, teaching, research, and service, status of the profession, views of the institution, participation in decision-making, and general observations of higher education.

This dissertation seeks to understand the conjunction of faculty roles as teachers and as researchers. This understanding is pursued through philosophical analysis. Discourse ethics, in particular, is used as a framework by which to best understand the roles played by faculty and if the roles of teacher and researcher are, in fact, commensurable. The purpose of the work is two-fold: 1) to develop a construct that may be used by future researchers to better understand the roles played by faculty, and 2) to suggest a best-construct that enables future researchers to propose how actual lived roles should be instantiated in the world. The dissertation reviews a series of university handbooks, professional association ethical guidelines, and philosophical arguments to establish how the roles of faculty are best understood. The investigation illuminates the tensions at the heart of faculty roles. This tension is not definitionally embedded in the roles of faculty as teacher and researcher. Rather, the tension emerges from the failure of institutions to fully actualize faculty roles as normatively grounded in human communicative interaction. As a result, the work suggests that in order to best resolve the cognitive dissonance that may be experienced as a result of role ambiguity, faculty should engage in a process of self-reflection and community dialectic in order to best determine how “faculty” can be actualized in a way that best benefits all stakeholders.