The Survey Of Higher Education Faculty

The Survey of Higher Education Faculty: Trends in the Awarding of Tenure presents data on how higher education faculty in the United States and Canada view the process of attaining tenure. The reports presents data on the percentage of faculty who have tenure, or are on a tenure or non-tenure track. For faculty without tenure it gives their view on their expectations of achieving tenure, and their estimate on the change in the ease or difficulty in achieving tenure over the past five years. In addition, it reports results on what faculty view as the primary criteria for tenure at their institutions, and the length of time typically required for tenure review. The report presents the results of a survey of more than 550 higher education faculty in the United States and Canada. Data is presented in the aggregate and for 12 criteria including academic field, size of college, type of college, academic title and other factors.

The Survey of Highr Education Faculty: Use of Digital Repositories and Views on Open Access (ISBN 1-57440-137-8) presents data on how higher education faculty in the United States and Canada view the growing digital repository/open access movement. The report helps to answer questions such as: Who cooperates with requests from librarians and who does not? Who has been approached by librarians to contribute articles to repositories? Who among faculty sympathizes with the aims of open access? How many scholars have had a publication fee paid for them by their library, college or academic department? How many and which faculty understand the terms digital repository or open access as they are used in an academic library context? Data is presented in the aggregate and for 12 criteria including academic field, size of college, type of college, academic title and other factors.

The Survey of Higher Education Faculty: Level of Faculty Satisfaction with the Academic Library (ISBN 1-57440-133-5)presents the results of a survey of more than 550 higher education faculty in the United States and Canada. Faculty present their opinions on what academic libraries should be spending more money on, rendering judgments on journals, books, e-books, workstations and other info technologies, library facilities and even additional librarians. The report also details level of faculty satisfaction with library creature comforts, information literacy efforts, hours of access, research support for faculty, collection adequacy and other areas. Data is presented in the aggregate and for 12 criteria including academic field, size of college, type of college, academic title and other factors.

Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and, more specifically, those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly.

Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyers four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.