Understanding the Work and Perceptions of Teaching Focused Faculty in a Changing Academic Landscape

Understanding the Work and Perceptions of Teaching Focused Faculty in a Changing Academic Landscape Teaching Focused Faculty (TFF) roles are growing across Canada and around the world, raising questions about how to understand the nature of faculty work and how faculty in non-traditional work distributions feel about their work. Our study is the first attempt to survey TFF members’ work and job attitudes at large research intensive universities in Canada. Our data contribute to the literature on the nature of faculty work, by revealing that TFF engage in a wide variety of work, including teaching, service, curriculum leadership, and often research in pedagogy and/or disciplines. TFF report mixed messages about what their departments and institutions expect of them. Our data also contribute to the literature on how faculty feel about their work. Consistent with other research on faculty job attitudes, TFF report valuing their jobs highly. Our data also reveal that feeling integrated into mainstream institutional culture is a particularly important contributor to this sense of value. Taken together, our findings can be used to inform the research literature on faculty work, as well as by administrators seeing to implement or enhance TFF ranks at their institutions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Research in Higher Education Springer Journals

Understanding the Work and Perceptions of Teaching Focused Faculty in a Changing Academic Landscape

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Springer Science+Business Media, LLC
Subject
Education; Higher Education
ISSN
0361-0365
eISSN
1573-188X
D.O.I.
10.1007/s11162-017-9479-6
Publisher site
See Article on Publisher Site

Abstract

Teaching Focused Faculty (TFF) roles are growing across Canada and around the world, raising questions about how to understand the nature of faculty work and how faculty in non-traditional work distributions feel about their work. Our study is the first attempt to survey TFF members’ work and job attitudes at large research intensive universities in Canada. Our data contribute to the literature on the nature of faculty work, by revealing that TFF engage in a wide variety of work, including teaching, service, curriculum leadership, and often research in pedagogy and/or disciplines. TFF report mixed messages about what their departments and institutions expect of them. Our data also contribute to the literature on how faculty feel about their work. Consistent with other research on faculty job attitudes, TFF report valuing their jobs highly. Our data also reveal that feeling integrated into mainstream institutional culture is a particularly important contributor to this sense of value. Taken together, our findings can be used to inform the research literature on faculty work, as well as by administrators seeing to implement or enhance TFF ranks at their institutions.

Journal

Research in Higher EducationSpringer Journals

Published: Oct 3, 2017

References

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