“Hit the Ground Running”: Experiences of New Faculty in a School of Education

Whitt, Elizabeth J.

doi:10.1353/rhe.1991.0023

Cited by 82 publications

(49 citation statements)

References 14 publications

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“…Harrison and Kelly (1996) also identified feelings of anxiety and loneliness (43%) among academics seeking tenure, with loneliness being significantly and negatively associated with career satisfaction and intentions of staying in academia. Other studies related to tenure-track academics have similarly found academics to report feelings of insecurity and fear about obtaining tenure, or the tenurerelated impact of poor course evaluations, as well as uncertainty and confusion about the tenure process (Boice, 1991;Nir & Zilberstein-Levy, 2006;Whitt, 1991). Concerning other organizational factors, research has also shown faculty to experience negative emotions arising from inequities in pay and employment benefits, with these perceptions further found to be associated with emotions of anger, fear, and sadness in a study of U.S. faculty (Smith et al, 2008).…”

Section: Institutionalmentioning

confidence: 99%

“…An institutional element that has specifically been found to trigger negative emotional experiences is the pursuit of tenure. For instance, tenure-track faculty have been found to express predominantly negative emotions about being a new faculty member, generally perceiving the tenure process as frustrating, ambiguous, uncertain, and anxiety-provoking (Mullen & Forbes, 2000;Whitt, 1991). Harrison and Kelly (1996) also identified feelings of anxiety and loneliness (43%) among academics seeking tenure, with loneliness being significantly and negatively associated with career satisfaction and intentions of staying in academia.…”

Section: Institutionalmentioning

confidence: 99%

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Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Salimzadeh¹,

Saroyan²,

Hall³

2017

IER

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Existing research suggests that academics are subjected to high levels of job-related stress. Numerous aspects of an academic career such as time constraint, work overload, work-life conflict, and emotional demands are stressful and trigger negative emotional responses. There is further evidence to suggest that job-related stress compromises physical and psychological well-being, and impairs productivity among academics. The purpose of the present paper was to review the empirical research on how work-related stress and experiences impact academics' psychological well-being. Accordingly, a thorough review of the literature was conducted and 46 studies attending to aspects of psychological well-being were identified and analyzed. The literature was found to be fragmented. The review concludes that job-related stress and specific types of experiences adversely impact academics' psychological well-being by making them vulnerable to psychological distress, negative emotions, depression, and burnout. Implications for improving psychological well-being among academics are addressed and directions for future research are proposed.

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Section: Institutionalmentioning

confidence: 99%

Section: Institutionalmentioning

confidence: 99%

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Salimzadeh¹,

Saroyan²,

Hall³

2017

IER

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“…Many early career faculty hold a vision of a "culture of collegiality" in which they wish to work; evidence supporting this is consistent across studies (Boice, 1992;Fink, 1984;Menges, 1999;Rice, Sorcinelli, & Austin, 2000;Sorcinelli, 1988;Tierney & Bensimon, 1996;Trower, 2005;Whitt, 1991). They want to pursue their work in a community where collaboration is respected and encouraged, where colleagues serve as mentors and role models, where friendships develop between colleagues within and across departments, and where there is time and opportunity for interaction and talk about ideas, one's work, and the institution.…”

Section: Colleagueship and Communitymentioning

confidence: 74%

“…Work includes studies of early career faculty in single institutions (Luce & Murray, 1998;Sorcinelli, 1988Sorcinelli, , 1992, multiple campuses in one university system (Trotman & Brown, 2005), and multiple institutions (Finkelstein, Seal & Schuster, 1998;Rice, Sorcinelli, & Austin, 2000;Tierney & Bensimon, 1996;Trower, 2005). Finally, there are qualitative case studies of junior faculty (Reynolds, 1992;Whitt, 1991), and longitudinal studies that have tracked new faculty over several years using both interviews and surveys (Boice, 1992;Menges, 1999;Olsen, 1993;Olsen & Crawford, 1998;Olsen & Sorcinelli, 1992).…”

Section: The New Faculty Experiencementioning

confidence: 99%

Understanding New Faculty Background, Aspirations, Challenges, and Growth

Austin

Sorcinelli

McDaniels

The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

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Early career faculty, defined as those within the first seven years of appointment to a faculty position or those who have not yet received tenure, contribute to the present and create the future of universities and colleges. This chapter contributes to deeper understanding of new faculty by addressing these issues: 1) the demographics of early career faculty; 2) the preparation they receive and the gaps in their graduate and postdoctoral backgrounds; 3) the abilities and skills early career faculty need to succeed in higher education; 4) the expectations early career faculty have for their careers and the challenges they experience in their new roles; 5) the strategies individual early career faculty and institutions can employ to enhance their professional growth; and 6) directions for future research Key Words: Early career faculty; New faculty; Demographics; Socialization; Preparation; Expectations; Motivations; Tenure process; Colleagueship; Community; Mentoring; Balance; Flexibility; Non-majority faculty; Strategies Early career faculty contribute to the present and create the future of universities and colleges. When a higher education institution recruits, selects, and hires a new faculty member, it is making a major investment of resources and trust. Ideally, the faculty member will thrive at the institution, finding intellectual excitement and professional and personal satisfaction as well as contributing his or her talents to achieving institutional missions and enhancing organizational excellence. Yet the success of new faculty members usually requires more than simply good hiring decisions. Institutional leaders and estab-

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“…Ylijoki and Mantyla (2003), Sorcinelli (1988, Thorsen (1996), and Whitt (1991) found time demands to be a notable source of stress for faculty. Van der Bogert (1991), who attempted to study how many hours per week professors worked, found that his question was often met with laughs, and I too received a lot of smiles in answer to this question.…”

Section: Service As a Nuisancementioning

confidence: 99%

Symbolic spaces in dirty work: academic service as authentic resistance

Vannini¹

Studies in Symbolic Interaction

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Drawing from in-depth ethnographic interviews conducted at anResearch on the occupation of university professors regularly yields two findings: professors love their job, and they love to complain about it (e.g. Blackburn and Lawrence 1995;Bowen and Schuster 1986;Clark 1987). Nevertheless, such research only tells a partial story. Whenever professors research their own work and occupational structure they tend to view themselves as either researchers or teachers, but hardly as bureaucrats or administrators. Yet, service and governance are important components of professors' work.Through their institutional governance faculty members contribute to the smooth running of universities and their departments. Faculty members are in charge of numerous administrative activities individually and collectively, in large part due to the highly abstract and specialized nature of academic work, which requires the expertise of insiders. Institutional governance tasks for example include the hiring, firing, and promotion of faculty members, departmental policy-making, consulting with the administration on long and short term plans, organizing instruction, communicating with students, alumni, and administration through cabinets, senate committees, councils, and task forces, conducting commencement and other ceremonies, contributing to innumerable extra-curricular activities, organizing campus life and much more. Due to the very nature of professorial work, faculty members are also often asked to perform service for the public in different ways. These may include testifying in judicial courts in the role of specialists, addressing citizen groups, appearing on mass media, delivering health care, collaborating with administrative and legislative local, state, and federal units, providing artistic, cultural, and recreational activities and services, consulting with businesses or interest groups and organizations, working as anonymous reviewers for academic publications, volunteering the governance of professional associations, and meeting a vast number of social needs (Bowen and Schuster 1986: 14-24).¹ Despite the importance of service and the amount of occupational time professors dedicate to it, much of our knowledge on

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“Hit the Ground Running”: Experiences of New Faculty in a School of Education

Cited by 82 publications

References 14 publications

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Understanding New Faculty Background, Aspirations, Challenges, and Growth

Symbolic spaces in dirty work: academic service as authentic resistance

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