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Research often considers vertical stratification between U.S. higher education institutions. Yet differences also exist within higher education institutions, which we term "organizational segmentation." We understand organizational segmentation as a consequence of the external "prestige economy," which favors research revenues from high-resource science and engineering fields relative to instructional revenues collected by low-resource humanities departments. We use qualitative data from 83 interviews with faculty in high- and low-resource departments to examine how organizational segmentation, academic work, and professionalization are shaped by external and internal resource pressures. We find that deprofessionalization has occurred in different ways for faculty in high- and low-resource academic units. Faculty in high-resource units, like Brint's (1994) "expert" professionals, depend on external research resources and shape their careers accordingly, whereas faculty in low-resource units rely upon teaching revenues distributed by campus administrators. [ABSTRACT FROM AUTHOR]

Using data from a 2010 survey of academic chairs, this study reports on academic department chairs' recommended time allocations to new assistant professors. I contend that personal values about research and teaching influence the department chair's recommendations along with organizational characteristics. Multi-level modeling indicates that department chairs' own academic time allocations, promotion history, and desire for quality teaching as well as organizational characteristics such as research facilities, average teaching load, and research ranking influence the department chairs' advice. These results suggest that organizational characteristics do not dominate official, individual actions within the university setting as bureaucratic and neo-institutional theories might predict. [ABSTRACT FROM AUTHOR]

The vast majority of new PhDs will spend their academic lives at regional universities, liberal arts colleges, and even two-year schools, where the primary focus is on excellence in teaching, and the service load is heavy. In that environment, maintaining a scholarly life is challenging, but with planning and mindful time management, it is possible. [ABSTRACT FROM AUTHOR]

Similar to trends in postsecondary education across the world, today's US universities are an increasing mix of native and foreign-born scholars. US institutions are experiencing a growing number of international faculty members, but there is limited literature examining foreign-born faculty who work in US institutions and how outputs from foreign-born faculty compare to US-born natives. Using data from the 2004 National Survey of Postsecondary Faculty (NSOPF:04), this study examines difference in faculty members' research productivity at doctoral-granting institutions by foreign/US-born status controlling for select individual and institutional characteristics. Findings show that foreign-born faculty members spend more time on research and less time on undergraduate instruction than US-born peers, and this may contribute to their higher levels of production. Implications are discussed that consider how to ensure diverse faculty communities that lead to strong research and knowledge production. [ABSTRACT FROM AUTHOR]

The increasing presence of international faculty members is validated using multiple data sources, and their professional experience is examined in terms of the perception of academic life, productivity, and career mobility. [ABSTRACT FROM AUTHOR]

The article focuses on the experiences of non-tenure-track faculty in colleges and universities in the U.S. It mentions that part-time teachers are regarded with low pay, no job security, heavy workloads, and low status. A variety of studies are identifying on working conditions, roles, and experiences of part-time teachers intention to be better on campus that have unions and collective bargaining. Campus with collective bargain tend to process the role definition, recruitment and hiring among teachers. The author points out that discipline and motivation is shaping the experience wherein faculty in liberal arts or math has negative departmental cultures rather than law or education fields.

This article describes the experiences of four social work researchers who pursued an alternative career path immediately following their doctorate in social work by accepting a postdoctoral training fellowship funded by the National Institutes of Health (NIH). As schools of social work look for creative ways to build research capacity, this article describes the authors' perspectives regarding the considerations to accept postdocs, key elements in their training programs, lessons learned, and outcomes from training. To provide an overview of the funding mechanism and distribution of funds to institutes and centers relevant to social work, data were obtained from databases that list NIH training grants awarded each year. Study results showed a limited amount of variation in fellows' training plans. The majority of training time was spent building skill in manuscript preparation, grant development, and socialization to the NIH culture. Above all other themes, the desire for advanced research training was a critically important factor in accepting a postdoctoral training position. Finally, the outcomes of training may have a profound effect on professional development, yet the long-term trajectory of postdoctoral fellows in academic positions as compared with people without postdoctoral training in social work programs requires further study. [ABSTRACT FROM AUTHOR]

Research administrative supports must parallel and reinforce faculty initiatives in research grant procurement. This article features several types of developments that draw on presentations at the National Association of Deans and Directors of Schools of Social Work meetings. Key changes in social work programs are addressed, including the growing research portfolio, the growing number of centers and institutes, and National Institutes of Health funding. Mission- driven strategies are seen as essential to building effective research cultures and diverse research funding. Key developmental steps in building more robust research climates and cultures are cited in briefcase scenarios. The article describes several features of research infrastructures and administrative supports that range from associate dean for research to research administrators. [ABSTRACT FROM AUTHOR]

This survey of 99 U.S. social work programs investigated the types, prevalence, and correlates of supports that schools provide to facilitate faculty scholarship. The dean, director, or program chair at every school with an MSW program was invited to participate in an online survey. Items addressed program characteristics and research infrastructure supports related to programs' provision of time, funding, and technical assistance for faculty scholarship. Of 186 accredited MSW programs, 53.2% participated in the survey. On average, the programs provided 11.0 (SD = 3.6) of 20 possible general faculty supports and 2.8 (SD = 1.7) of six junior faculty supports. Programs most commonly reduced teaching workloads with external funding, disseminated funding announcements, provided annual funding for conference travel, and assisted faculty with preparing grant applications. For junior faculty, most programs reduced teaching workloads for at least one year, provided research start-up funding, and had a formal mentorship system. Program size, faculty productivity, presence of a PhD program, funded research center, and National Institutes of Health funding were positively related to the number of supports provided, and teaching workload was negatively related. The findings provide valuable information for schools trying to increase faculty productivity or to recruit talented, scholarship-oriented faculty. [ABSTRACT FROM AUTHOR]

The focus of this investigation was to determine the possible relationship of workload typologies and other selected demographic variables to levels of burnout among full-time faculty in Seventh-day Adventist colleges and universities in North America. Four typologies of academic workload emerged from the study of the data. The results revealed that there was a significant relationship between academic workload typologies and other selected demographic variables in levels of emotional exhaustion and depersonalization. No relationship was found between the variables studied and levels of personal accomplishment. [ABSTRACT FROM AUTHOR]

The authors argue for integrating Boyer's four domains through the pursuit of public scholarship. [ABSTRACT FROM AUTHOR]

This chapter examines the construct scholarship of teaching and learning using a Parsonian four-function paradigm that serves as an analytical structure for organizing and examining some of the key issues in the emerging literature. [ABSTRACT FROM AUTHOR]

The credit hour is the common metric for measuring faculty instructional workload and is a part of a larger system that makes innovation more difficult. [ABSTRACT FROM AUTHOR]

Focuses on the internal service that higher education faculty performs for their institutions in the U.S. Description of faculty's service to the department, discipline and students; Influence of institutional type, discipline, rank and experience and the demographic variables of gender and race on internal service role of the faculty.

Probes the role of research and teaching by science faculty at small undergraduate teaching institutions in the United States. Expensiveness of research; Time consumption; Requirement of instruments for making precise measurements; Maintenance costs for instruments; Undergraduate teaching institutions' opting to ignore research.

Discusses the decline in undergraduate teaching in the context of a market for faculty in which colleges and universities compete to build institutional excellence. Discretionary time as a factor in hiring excellent teachers; Benefits gained by teachers and universities from research as opposed to undergraduate teaching; Designing the undergraduate curriculum to appeal to prospective faculty recruits.

Discusses how public concern about the rising costs of higher education has led academic leaders and their critics alike to examine how faculty spend their time and the concomitant institutional rewards for doing so. Relationship between teaching and research; Faculty rewards; Improving teaching; The nature of tradeoffs and the `teaching versus research' debate.

Discusses how university presidents and provosts across America have been re-examining various aspects of the faculty reward system--from the obligations faculty are expected to perform, to the ways teaching and service are evaluated, to the bases for promotion and advancement. What set off this re-examination; Observations into changing expectations; Changes in how faculty are evaluated; Shifts in faculty incentives and rewards.

Presents methods of collecting workload data of college teachers. Measurement of faculty course loads; Analysis of workloads at the institutional research office of the Virginia Commonwealth University (VCU); Course load studies at other schools; Survey of Virginia's college and university faculties on professional time; Implications of surveys; Application of faculty data base.

Discusses a case study by Kent State University in Ohio on the benefits of workload initiatives and productivity expectations. Link between faculty workload and productivity; Implications of the Kent Institutional Characteristics and Strategic Plan of 1992; Use of faculty productivity worksheet; Description of weekly faculty logs; Effects of flexible workloads.

The article references a specific study using a national sample of tenured and tenure-track social work faculty of the United States whose primary responsibility is classroom teaching. The article discusses the varying dimensions of workload on the faculties spanning numerous disciplines. Workload is a critical factor in the life of faculty. Not only does it dictate the amount of time and effort faculty members must invest in their work, but it has implications for their continuance in an academic work setting. To attain tenure, all faculties must meet standards for performance in the areas of teaching, scholarship, and service. Many academic programs also maintain workload policies that set standards for these three areas. The findings of the study reveal that these faculties tend to teach 4 classes per academic year, which is generally less than prescribed by their workload policies. The difference is made up with funded research and other projects, field and liaison duties, and part-time administrative duties.

Presents the results of a qualitative, exploratory study conducted to identify how exemplary senior faculty at research universities in the United States have balanced the roles of teaching and research within an institutional context that emphasizes research. Life concerns of exemplary faculty; Commitment to teaching; Interdependence of teaching and research.

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.

The article focuses on the Position Metric system developed at Appalachian State University which is an essential resource management tool for colleges and universities in the U.S. The system creates workload models for academic units which effectively manages faculty salary resources. Data from the annual reports of the CUPA-HR National Faculty Salary Survey for Four-Year Institutions are utilized by the system to calculate the salary costs of a college or university. Worksheets from the system also contains data from the National Study of Instructional Costs and Productivity.

The author offers comments on nurse educators who do three times the work and are ten times less valued and appreciated for their loyalty and dedication on college campuses across the U.S. The author believes that unless more nurses in higher education advance to positions where they can make some changes to this dismal state of affairs, they can all expect to be a small and extremely overworked group.

The article presents a survey provided by the National League for Nursing (NLN)/Carnegie Foundation National Survey of Nurse Educators: Compensation, Workload, and Teaching Practices which examines the workload of full-time nurse educators in nonadministrative positions in nursing schools in the U.S. Respondents of the survey accounted an average of 53.3 hours per week with under 25 hours of break periods a week. The study found that faculty who taught nursing for over 30 years had workloads that were identical to those of the beginners. Also, the survey revealed that more than 62% of the respondents reported doing activities outside their primary academic institution (PAI).