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Charfauros, Kenneth H.; Tierney, William G.

doi:10.1023/a:1008112304445

Cited by 16 publications

(3 citation statements)

References 19 publications

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“…Second, there are specific hiring decisions that universities exhibit. Each of these can affect engineering education in specific, potentially unintended ways compounded by the academic capitalist competition for prestige (partially garnered through increased research funding) and reduced departmental budgets leading to academic precarity and adjunctification (Charfauros & Tierney, 1999;Courtois & O'Keefe, 2015;Reisel, 2018). In turn, these can affect how topics are discussed in engineering programs by placing certain external expectations on programs and internal personnel with differing understandings of what those topics mean.…”

Section: Job Markets (Hiring Patterns and Decisions)mentioning

confidence: 99%

Applying Concepts from Political Science and Economics to Advance the Study of Engineering Education

Katz

Main²

2022

Studies in Engineering Education

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Background: There are myriad social, political, and economic factors that influence decision-making processes in and around engineering education. Although the engineering education community may study those processes and their effects using a variety of quantitative and qualitative research methods, a more systematic use of concepts from political science and economics could help advance the study of engineering education. Purpose:In this article, we outline concepts and tools from the study of political science and economics that can help clarify aspects of the engineering education system that many researchers may already intuit by providing precise language and analytical formalisms to describe and explain aspects of engineering education more directly.Scope: By way of introduction to the field of engineering education, we begin by outlining definitions. We then illustrate six main phenomena within engineering education where researchers can potentially apply these ideas to further understand and improve elements of how we educate engineers. Conclusions:By focusing on the political and economic factors influencing engineering education, researchers, faculty members, administrators, and/or stakeholders can have an alternative set of conceptual tools at their disposal for studying, analyzing, and changing engineering education systems. *Author affiliations can be found in the back matter of this article 29 Katz and Main Studies in Engineering Education 30 Katz and Main Studies in Engineering Education 31 Katz and Main Studies in Engineering Education 32 Katz and Main Studies in Engineering Education 33 Katz and Main Studies in Engineering Education 42 Katz and Main Studies in Engineering Education 46 Katz and Main Studies in Engineering Education

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Section: Job Markets (Hiring Patterns and Decisions)mentioning

confidence: 99%

Applying Concepts from Political Science and Economics to Advance the Study of Engineering Education

Katz

Main²

2022

Studies in Engineering Education

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“…Most research pertaining to NTT faculty in higher education draws from theoretical frameworks developed in economics or business (e.g., Charfauros & Tierney, 1999;Feldman & Turnley, 2004;Maynard & Joseph, 2008;Roemer & Schnitz, 1982;Toutkoushian & Bellas, 2003;Umbach, 2007). These conceptualizations, including underemployment theory, relative deprivation theory, and social exchange theory, treat NTT faculty as nonprofessional employees (i.e., laborers) who are less qualified than and motivated by different aspects of their work compared to those in TT positions (i.e., professionals).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

Ott

Cisneros

2015

EPAA

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Citation: Ott, M., & Cisneros, J. (2015) Understanding the changing faculty workforce in higher education: A comparison of full-time non-tenure track and tenure line experiences. Education Policy Analysis Archives, 23(90). http://dx.doi. org/10.14507/epaa.v23.1934 Abstract: Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham's (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment. Findings demonstrate important consistencies in full-time faculty views of their workplaces and jobs across appointment type. Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest Entendiendo la cambiante fuerza de trabajo en la educación superior: Una comparación de las experiencias de facultad con y sin posibilidad de permanencia Resumen: Facultad sin posibilidad de permanencia son una mayoría creciente en la educación superior en los Estados Unidos, pero la investigación de sus experiencias en el trabajo es limitada. Los marcos teóricos típicamente usados por investigadores han sido criticados por su dependencia en supuestos ideológicos. Usando un modelo conceptual creado por Hackman y Oldham (1980), y usando investigaciones previas sobre las experiencias de trabajo de facultad, este articulo considera como facultad con y sin posibilidad de permanencia comparten la manera en que ven su trabajo, las condiciones de su trabajo, y como esto es asociado a su compromiso organizacional. Nuestros resultados demuestran consistencias importantes sobre como facultad ve su trabajo y lugar de empleo, sin importar el tipo de posición que ocupan. Satisfacción con recursos, recompensas, autonomía y asesoramiento tienen una relación positiva significativa con el compromiso organizacional de cada grupo de facultad. Los resultados sugieren que no tener posibilidad de permanencia no esta asociado con la menara en cual facultad ve su trabajo diferente en comparación a aquellos que si tienen oportunidad de permanencia. Estos resultados enfatizan la importancia de conceptualizar el trabajo de facultad como unido. Palabras-clave: facultad sin posibilidad de permanencia; compromiso organizacional; características del trabajo.A compreensão da força de trabalho em mudança no ensino superior: Uma comparação de experiências de faculdade com e sem possibilidade de permanência Resumo: Faculdade nenhuma possibilidade de permanência são uma maioria crescente no ensino superior nos Estados Unidos, mas a...

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“…The percentage of adjunct instructors serving on post-secondary faculties rose by more than 70% from the 1970s into the early 1990s. Charfauros and Tierney (1999) detailed this growth of adjunct faculty as a percentage of the total faculty from 22% in the 1970s to 32-33% in the 1980s to 42% by the early 1990s. According to current research, adjuncts make up approximately 73% of the instructional faculty in US colleges and universities (American Association of University Professors [AAUP], 2018).…”

mentioning

confidence: 99%

Not Me, Not Here: Adjunct Faculty Perceptions of Grade Inflation at U.S. Colleges and Universities

Johnson

Malone

2023

AM J QUALITATIVE RES

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This study examines adjunct faculty perceptions of grade inflation. The research used a qualitative phenomenological study methodology. Twenty-three respondents participated in the research after being recruited using Facebook groups and were interviewed by phone in semi-structured interviews. The data gathered indicated variation regarding awareness and perception of grade inflation in their classes and at their institution. Also, participants did not believe they were participants in grade inflation or that their institutions were contributors to the problem, even though none of them had received training specifically geared to preventing grade inflation. Findings suggest institutions should look for ways to support adjunct faculty given they are the new majority in regards to instructors in higher education.

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Untitled

Cited by 16 publications

References 19 publications

Applying Concepts from Political Science and Economics to Advance the Study of Engineering Education

Applying Concepts from Political Science and Economics to Advance the Study of Engineering Education

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

Not Me, Not Here: Adjunct Faculty Perceptions of Grade Inflation at U.S. Colleges and Universities

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