Fast forward to today and, with the current global economic climate, it seems apparent that the now established education system is unable to meet the needs of our hyper-connected society — a society that is in a constant state of evolution. Parents are not involved enough.
What might the faculty look like in ? We suspect it may be quite different from both of the models that currently predominate: Over the last fifty years, higher education has moved from being a mostly elite enterprise to one that serves a large and diverse public.
New institutional types and approaches to education have emerged, and the faculty today is certainly not a homogeneous group. But despite the fact that approximately 70 percent of instructional faculty are now outside the tenure system, the ideal of tenured research faculty persists.
New models of faculty work may be present on some campuses, but they have largely not been viewed as ideal models for the future. While there have been calls for rethinking the faculty for well over three decades, little progress has been made.
In fact, most of the changes that have occurred, like the increasing reliance on adjuncts, have further deprofessionalized the faculty. In contrast, positive efforts that might move the faculty forward have gained limited traction.
Most of these efforts have focused on expanding faculty work to include important areas that are marginalized, such as teaching or community engagement and service. Preparing Future Faculty, a joint initiative of the Association of American Colleges and Universities and the Council of Graduate Schools, examined ways to educate graduate students about the many different institutional types and missions that exist and to better align faculty preparation with these diverse roles.
But such efforts took place at a time when fewer faculty members were teaching on contingent appointments, and they were often met with resistance or lacked broad scale. No models have yet emerged as an alternative to current arrangements at scale. Earlier research from the Delphi Project on the Changing Faculty and Student Success has indicated that new faculty models have been difficult to develop in part because there is no shared vision among key stakeholder groups for the future of the faculty.
Lacking any compelling options or ideas around which changes might coalesce, the enterprise has remained at a standstill or devolved as non-tenure-track mostly part-time positions have grown.
Most commentators suggest that faculty members and administrators are at odds about the faculty role.
We wanted to test this assumption by surveying different groups about their views of the future faculty. In particular, we wanted to test the proposition that unions and unionized faculty are preventing the development of new, more productive faculty roles.
Our survey study included tenure-track and non-tenure-track, part- and full-time, and unionized and nonunionized faculty members; campus administrators; board members; accreditors; and state-level higher education policy makers. We examined views on the attractiveness and feasibility of potential attributes of new faculty models to advance the conversation around the future of the faculty in meaningful and concrete ways.
The survey included thirty-nine two-part scaled response items, each presenting a potential attribute of a future faculty model. These survey items were organized into eight categories related to faculty roles: Our total sample numbered 1, with more than 1, faculty members of all types and approximately administrators provosts and deans and policy makers.
We focus here on responses from faculty and campus administrators, since participants from other groups were quite small in number. There is general agreement on the attractiveness of many of the ideas presented in the survey, indicating potential for common ground and a way forward in creating new faculty roles.
In our report, we define varying levels of interest and agreement as follows: Support at or above 75 percent on a survey item is termed strong interest or strong views on the attractiveness of an idea.
When seven of eight groups fell into these defined ranges, there was strong agreement, and when all eight groups fell into these ranges, there was unified agreement among stakeholder groups.
We found agreement about the desirability of 1. Our findings dispel the pervasive myth that an impassable gulf exists between different groups on views about the faculty. The groups viewed greater flexibility and variation in the foci of faculty work and roles as changes worth strongly considering.
This would allow faculty to have differentiated roles focusing primarily on teaching, research, or service, rather than the current model, which privileges research but expects faculty to maintain a focus on all three roles.
We also found strong agreement across groups that faculty roles should be differentiated among different types of institutions that have distinct missions. Faculty members, administrators, and policy makers demonstrated strong agreement and strong interest in ensuring that faculty members were supported in maintaining some role in scholarship, regardless of whether the primary focus of their work is on teaching, service, or research.
It is important to note that we emphasized that scholarship should be broadly defined and not limited to traditional research. A state higher education officer, writing in an open-ended response section, reflected a general consensus on the importance of a broad definition of scholarship: Teaching faculty have to have some way to stay current.Oct 31, · The American Council of Trustees and Alumni (ACTA) is a nonpartisan higher-education organization that, for 20 years, has provided us with much-needed data on .
Because higher education is the largest discretionary item in states’ budgets, state funding for higher educa- tion tends to rise when the economy and resulting . The declining “equity” of American higher education.
The Review of Higher Education, 27(3), – [Google Scholar]). Aug 21, · Bregal Capital sells French education group Studialis to Providence Equity -source 1 Min Read PARIS, Aug 21 (Reuters) - British investment fund Bregal Capital has agreed to sell French higher-education group Studialis to American private equity firm Providence Equity, a source close to the matter told Reuters on Friday.
Higher Education and Society, brought together scholars, institutional and national leaders, community activists, and graduate and undergraduate students to examine the current and evolving relationships between higher education and society.
The American Association of Higher Education’s forum on faculty roles and rewards met for more than a decade to consider ways to alter faculty roles and rewards to emphasize teaching.
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