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Embracing non-tenure track faculty :...

Kezar, Adrianna J.

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Embracing non-tenure track faculty : = changing campuses for the new faculty majority /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Embracing non-tenure track faculty :/ edited by Adrianna Kezar.
其他題名:	changing campuses for the new faculty majority /
其他作者:	Kezar, Adrianna J.
出版者:	New York :Routledge, : 2012.,
面頁冊數:	xxiv, 232 p. :ill. ;24 cm.
標題:	College teachers, Part-time - United States. -
ISBN:	9780415891141 (pbk.) :

Embracing non-tenure track faculty : = changing campuses for the new faculty majority /
Embracing non-tenure track faculty :changing campuses for the new faculty majority /edited by Adrianna Kezar. - New York :Routledge,2012. - xxiv, 232 p. :ill. ;24 cm.

Includes bibliographical references and index.

Needed policies, practices, and values : creating a culture to support and professionalize non-tenure track faculty -- Setting the stage : Background and context --

"The nature of the higher education faculty workforce has radically and fundamentally changed from primarily full-time, tenured or tenure-track faculty to contingent faculty. Regardless of full or part-time appointments, contingent faculty share a common status: short-tem contracts, lack of job security, lack of a professional career track, and limited support on campus. We know little about efforts to support contingent faculty beyond broad, relatively uninformative survey data. While a few sources have developed recommendations for supporting contingent faculty, no resources have documented the real changes occuring on campuses and the challenges that occur while implementing new policies and practices. Improving Contingent Faculty Relations presents real cases where these new policies and practices have been implemented, unveiling the mechanisms that are required to create change, the challenges and opportunities that implementers face, and how effective methodology depends upon particular campus contexts. Readers will learn the various pathways to new policies and practices and can align their strategies with proven approaches. Contingent faculty contributors document from first-hand experience the change process on their campuses. Kezar supplements these case studies by distilling trends and patterns from a national study of campuses that have successfully implemented policies to improve conditions for nontenure track faculty. This book is essential reading for both contingent faculty and higher education administrators"--

ISBN: 9780415891141 (pbk.) :UK29.99

LCCN: 2011036153Subjects--Topical Terms:

766155
College teachers, Part-time
--United States.

LC Class. No.: LB2331.72 / .E54 2012

Dewey Class. No.: 378.1/2

Embracing non-tenure track faculty : = changing campuses for the new faculty majority /
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245 1 0 $a Embracing non-tenure track faculty : $b changing campuses for the new faculty majority / $c edited by Adrianna Kezar.
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300 $a xxiv, 232 p. : $b ill. ; $c 24 cm.
504 $a Includes bibliographical references and index.
505 0 # $g Setting the stage : Background and context -- $t Needed policies, practices, and values : creating a culture to support and professionalize non-tenure track faculty -- $t Strategies for implementing and institutionalizing new policies and practices : understanding the change process -- $g Case studies -- $t An instructive model of how more equity and equality is possible : the Vancouver Community College model -- $t Taking a multifaceted approach to change : Madison Area Technical College -- $t Institutionalization of a positive work environment at a community college -- $t The instructor career ladder and addressing the needs of research faculty : evolving policies at Virginia Tech -- $t "Lecturers Anonymous" : moving contingent faculty to visibility at a master's institution -- $t Lessons from long-term activism : the San Francisco State University experience -- $t Creating changes for non-tenure track faculty within a decentralized university environment -- $t Building a multi-prong, context-based strategy for change at a private catholic college -- $g Synthesis of lessons learned -- $t Taking heart, taking part : new faculty majority and the praxis of contingent faculty activism -- $t We know the changes needed and the way to do it : now we need the motivation and commitment.
520 # $a "The nature of the higher education faculty workforce has radically and fundamentally changed from primarily full-time, tenured or tenure-track faculty to contingent faculty. Regardless of full or part-time appointments, contingent faculty share a common status: short-tem contracts, lack of job security, lack of a professional career track, and limited support on campus. We know little about efforts to support contingent faculty beyond broad, relatively uninformative survey data. While a few sources have developed recommendations for supporting contingent faculty, no resources have documented the real changes occuring on campuses and the challenges that occur while implementing new policies and practices. Improving Contingent Faculty Relations presents real cases where these new policies and practices have been implemented, unveiling the mechanisms that are required to create change, the challenges and opportunities that implementers face, and how effective methodology depends upon particular campus contexts. Readers will learn the various pathways to new policies and practices and can align their strategies with proven approaches. Contingent faculty contributors document from first-hand experience the change process on their campuses. Kezar supplements these case studies by distilling trends and patterns from a national study of campuses that have successfully implemented policies to improve conditions for nontenure track faculty. This book is essential reading for both contingent faculty and higher education administrators"-- $c Provided by publisher.
650 # 0 $a College teachers, Part-time $z United States. $3 766155
650 # 0 $a College teachers $x Tenure $z United States. $3 579274
650 # 0 $a Universities and colleges $z United States $x Faculty. $3 540345
650 # 0 $a College teaching $z United States. $3 528486
700 1 # $a Kezar, Adrianna J. $3 555648