Faculty Status and Librarians: The Rationale and the Case of Illinois

Sewell, Robert G.

doi:10.5860/crl_44_03_212

Cited by 17 publications

(9 citation statements)

References 3 publications

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“…In addition to expectations for scholarship, faculty librarians must engage in the forty hour week activities of administrative, supervisory, public service and technical support with little chance of equitable pay or release time for meaningful scholarship (Werrell and Sullivan, 1987). Others observe the value rests in principles key to the concept of faculty (Sewell, 1983):…”

Section: Literature Reviewmentioning

confidence: 99%

Library and university governance: partners in student success

Mix

2013

Reference Services Review

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Library and university governance: partners in student success Vickie Lynn Mix Article information:To cite this document: Vickie Lynn Mix, (2013),"Library and university governance: partners in student success", Reference Services Review, Vol. 41 Iss 2 pp. 253 -265 Permanent link to this document: http://dx.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper's aim is to examine the value of library participation in institutional governance in the implementation of a comprehensive model for student success at a research university. Design/methodology/approach -The paper provides a case study comparing the historical and current governance structure in a high research university, the relationship between a new governance structure and the implementation of a comprehensive student success model and the inclusion of the library in creating, implementing and participating in student success initiatives. Findings -Participation in university shared governance enhances the library's role in contributing to student success, retention, progression and graduation. Originality/value -The paper contributes to the discussion of the value of academic libraries to student success efforts in retention, progression and graduation for university students.

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Section: Literature Reviewmentioning

confidence: 99%

Library and university governance: partners in student success

Mix

2013

Reference Services Review

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“…Others in the profession who have fought to have füll faculty Status implemented at their institutions are likely to feel otherwise. 57 A look at what complaints academic librarians have brought to organizations with sanctioning authority in academic freedom matters in recent years may provide some insights.…”

Section: Academic Librarians and Academic Freedom: The Post-world Warmentioning

confidence: 99%

Academic Librarians and Academic Freedom in the United States: A history and analysis

DeVinney¹

1986

Libri

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“…Robert Sewell, in assessing the benefits of faculty status at the University of Illinois at Urbana-Champaign, points out that in 1981-82, the U of I Library added more volume; per staff member than any other ARL library. 44 Smith's survey of tenured librarians (by definition, possessing faculty status) found that both professional involvement and job responsibilities ha, l increased with tenure. 45 Largely, however, this is an untouched area.…”

Section: A Better Librarymentioning

confidence: 99%

Deconstructing faculty status: research and assumptions

Applegate¹

1993

The Journal of Academic Librarianship

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Arguments for faculty status have traditionally been based upon a comparative model: librarians want their roles to be compared to those of faculty, not administrators. The author of this article, however, finds almost no empirical research on the status, roles, and benefits of faculty, librarians, and administrators to support this model. She posits several alternative approaches to the faculty status issue.Approximately half of all librarians currently employed by U.S. colleges and universities possess "faculty status." 1 Such librarians have been accorded a status equivalent to teaching faculty in terms of rights (notably tenure and participation in governance) and responsibilities (notably research and publishing). The advantages and disadvantages of faculty status have been debated in academic librarianship for years. Indeed, the issue is almost a professional obsession. College & Research Libraries published two nearly identical reviews of the literature on the subject in consecutive issues in 1987. 2 Taken together, these writings reveal a concept or model of faculty status that is built on a series of logically connected assumptions. The basic assumptions are (1) that teaching faculty have certain roles and benefits, (2) that administrators or other college staff do not have these roles and benefits, and (3) that librarians who are not considered faculty will be considered administrators or staff and thus will not have these roles or benefits. For example, a librarian without faculty status will not be viewed as having an educational role and will not possess tenure.The validity of these assumptions could be tested by comparing librarians with and librarians without faculty status: if those with faculty status had the specified roles and benefits and those without did not, then the assumed model is supported.Research on faculty status in general is relatively sparse compared with the volume of opinion pieces (what should be done) and personal narratives (how we do it where I work). Moreover, research has not explicitly addressed this underlying model; neither has it considered questions lying outside the model.The purpose of this review of research in librarianship and higher education is to critically examine each of the component role and benefit elements of the faculty status model to determine if its assumptions and logical connections are supported by empirical findings. A conclusion outlines the implications of the research results---and lack of results--and suggests alternative approaches to the faculty status issue.

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Faculty Status and Librarians: The Rationale and the Case of Illinois

Cited by 17 publications

References 3 publications

Library and university governance: partners in student success

Library and university governance: partners in student success

Academic Librarians and Academic Freedom in the United States: A history and analysis

Deconstructing faculty status: research and assumptions

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