Professional and Organizational Development Network in Higher Education
Date of this Version
2011
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2011) 29: 46-59
doi: 10.3998/tia.17063888.0029.008
Abstract
As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experience characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.
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Comments
License: CC BY-NC-ND