Rethinking academic work and workplaces

Gappa, Judith M.; Austin, Ann E.; Trice, Andrea G.

doi:10.3200/chng.37.6.32-39

Cited by 48 publications

(50 citation statements)

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“…This raises the issue of academic work as a social process where what matters are the motivations, expectations, attitudes, beliefs and values of the actors and how they are influenced and shaped by other actors they come into contact with. On these issues, there is a significant body of evidence which suggests that the primary motivations for joining the profession are focused on "intellectual challenges and stimulation" (Schenkein, 2001, p.836), a point reinforced by Gappa et al (2005) who suggest that one of the attractions of an academic career is that it allows people to "engage in meaningful work" (p.36) within the context of "core values long associated with faculty work" (Austin, 2002, p.106). …”

Section: Literature Reviewmentioning

confidence: 99%

Support for new career academics: an integrated model for research intensive university business and management schools

Adcroft¹,

Taylor²

2013

Studies in Higher Education

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The aim of this paper is to examine the general and discipline specific support needed by academics new to the profession. The paper takes a social process approach to the examination of the experiences of new academics. The approach taken is, therefore, qualitative in nature and centres around a series of semistructured interviews carried out with new academics and senior managers in two research intensive business schools in the UK. The research suggests that there are four crucial dimensions to successful career support for new academics: managing expectations, career management, mentoring and professional development. Whilst it is important to offer good practice in each of these dimensions, the paper argues that it is the relationship between them which determines the quality of career support offered. The paper offers a number of original insights into this issue and contributes to both the literature on career support for new academics and to practice with a conceptual model which may have applicability across a number of different settings.2

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Section: Literature Reviewmentioning

confidence: 99%

Support for new career academics: an integrated model for research intensive university business and management schools

Adcroft¹,

Taylor²

2013

Studies in Higher Education

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“…Faculty members determine the quality of an institution, and therefore, administrators and faculty members must make a commitment to work together in an environment of respect and equity (Gappa, Austin, & Trice, 2005). All of the contingent faculty interviewed acknowledged the status quo of the job which is merely showing up and teaching without having any other responsibilities.…”

Section: Institutionalizationmentioning

confidence: 99%

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

Vicente

2017

RSS

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JEL Classification: E58; G13.Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Current literature and research has yet to truly explore what contingent faculty are experiencing (Meixner et al., 2010). In order to equip institutions with the necessary understanding of contingent faculty, and practices and policies that provide institutional support systems for their contingent faculty, more qualitative studies that explore the experiences of an individual institution's contingent faculty, are needed. This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty's experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution's cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty.

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“…Likewise, my own recent work with colleagues (Sorcinelli, Austin, Eddy, & Beach, 2006) suggests there is a new role that faculty developers can play in helping faculty learn the skills that new forms of scholarship require. A recent article (Gappa, Austin, & Trice, 2005) on rethinking academic work and workplaces reminds us to design this type of faculty development not only for tenure-track faculty but also for the growing numbers of full-time contract faculty who are joining our institutions each year.…”

mentioning

confidence: 99%

Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship (review)

Sorcinelli¹,

Desantis²

2007

The Journal of Higher Education

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Rethinking academic work and workplaces

Cited by 48 publications

References 0 publications

Support for new career academics: an integrated model for research intensive university business and management schools

Support for new career academics: an integrated model for research intensive university business and management schools

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship (review)

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