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Objectives: The purpose of this study was to explore the experiences of faculty working within baccalaureate degree–granting community colleges. Method: Data sources included 16 semi-structured interviews, numerous publicly available organizational documents, and participant observations. Results: Analysis revealed three distinct, yet interconnected themes. In light of the institutionalization of baccalaureate degrees, faculty experienced shifting and intensifying work expectations related to service, research, and research-related activities. These shifts exacerbated existing tensions, which in turn led faculty to live with uncertainty in terms of tenure and promotion, the direction of the college, and whether or not they could thrive in a highly contradictory environment. Contributions: This study adds to the literature concerning the community college baccalaureate—a topic of heightened interest. It is essential that we gain a better understanding of the implications of this trend for faculty, which in turn carry implications for students. [ABSTRACT FROM AUTHOR]

Fourteen years of biographical time-series data were analyzed quantitatively retrospectively using the historiometric approach. The data were descriptions of self-recorded daily working hours for one academic researcher's career and life. The researcher's unexpected death was preceded by a notable decline in daily working hours and conference travels commencing two years before. Well-known calendar effects (week and academic year) as well as effects of increased academic rank and duties on working hours were all discernible in these unobtrusive data. However, effort (total working hours) did not predict concurrent or near-future research output, even when teaching load was controlled for. [ABSTRACT FROM AUTHOR]

This study examined how Texas community college artist-educators balance artistic productivity with their teaching responsibilities. The 98 survey respondents represented 76.6% of a stratified random sample of the full-time instructors in visual arts departments within the 50 Texas public community college districts. Access to studio space and equipment, peer support, and new avenues for artistic expression and creative stimulation were seen as promoting or enhancing artistic production. Lack of studio time for producing one's artwork was cited a barrier to artistic production, as were the demands of teaching and related responsibilities. In addition, those who saw themselves more as artists than as educators or who saw themselves equally as artists and educators were more likely to balance art with teaching and service than were those who saw themselves more as educators than as artists. [ABSTRACT FROM AUTHOR]

The author reflects on several issues surrounding the time consumed by university employees at work following the implementation of the structural developments in British university system. He argues that the required 35 work hours per week for academic employees with additional time either at work or away from the workplace but without additional pay is unfair. He asserts that the strong demand of the time of university employees' work lessens their quality of life and adds more pressure and stress on their workload. He suggests to develop a more comprehensive sense of scheduled time could offer professors a way of managing and controlling personal time.

This project was inspired by an awareness of the lack of engagement with the research literature by our students. The project consisted of self-help reading groups that centralized student discussion with three research objectives: to encourage students to engage with a broader range of literature, to encourage critical thinking around subject issues central to their subject area and to provide opportunities for active learning through peer learning and shared understandings. Reading groups consisting of 3-5 students were formed on a level three undergraduate module in Exercise and Sports Sciences and a masters level module in Media Studies. Questionnaires administered at the end of the modules revealed positive perceptions of the process as a whole (73%) with comments revealing heightened critical insight, time management and reduced workload. Some important suggestions from the students to improve the process were considered. [ABSTRACT FROM AUTHOR]

Describes the faculty load unit (FLU) system for faculty assignment in a nursing school in Maryland. Criteria for the development of the FLU system; Distribution of faculty effort for the graduate program and for the full-time faculty member; Use of numerical time unit in assigning faculty equitable loads; Use of FLU for faculty evaluation.

Discusses the faculty workloads in schools of social works. Examination of formalized workloads and release time policies; Establishment of normative patterns on course preparation.