New Directions for Higher Education: Q&A with Education Scholar Adrianna Kezar on the Changing Faculty

Autor/in	DiSalvio, Philip
Titel	New Directions for Higher Education: Q&A with Education Scholar Adrianna Kezar on the Changing Faculty
Quelle	In: New England Journal of Higher Education, (2014) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-5978
Schlagwörter	Stellungnahme; Higher Education; Interviews; College Faculty; Nontenured Faculty; Educational Quality; Teacher Selection; Faculty Development; Teacher Evaluation; Adjunct Faculty; Part Time Faculty; Collegiality; Teaching Conditions; School Policy + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Fakultät; Quality of education; Bildungsqualität; Teacher appraisal; Lehrerbeurteilung; Kollegialität; Lehrbedingungen; Unterrichtsbedingungen; Schulpolitik
Abstract	In April 2013, "NEJHE" launched its "New Directions for Higher Education" series to examine emerging issues, trends and ideas that have an impact on higher education policies, programs, and practices. In this installment, DiSalvio interviews Adrianna Kezar, professor of higher education at the University of Southern California (USC) and director of the Delphi Project, a partnership between USC's Pullias Center for Higher Education and the Association of American Colleges and Universities (AAC&U). This interview reports on the shifting reliance on non-tenure-track faculty, with the non-tenure track group now constituting two-thirds of all faculty providing instruction at nonprofit higher education institutions which has led to concerns about the impact on student learning, student success, retention and graduation rates. Recent attention to the growing ranks of the non-tenure track professoriate has informed academic leaders about the potential negative implications and significant problems stemming from this state of affairs such as: problems resulting from poor hiring and recruitment practices, lack of orientation, professional development and formal evaluation, all potentially disastrous effects on instructional quality. Moreover, discrimination claims based on practices that have a "disparate impact" on certain types of employees could pose significant risk to institutions. Kezar, a national expert on higher education change and leadership, observes that institutional leaders should be concerned with such effects. Observing that academe needs a new model for the professoriate that better supports the growing number of instructors who are off the tenure track, Kezar shares her insights and perspectives on the nation's changing faculty and its effects on student success. (ERIC).
Anmerkungen	New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: info@nebhe.org; Web site: http://www.nebhe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10