Faculty Mobility Research Articles

Collective Bargaining. The Crisis: Impact on Retirement, Tenure, Faculty Mobility and Health Care: What is the Impact?

Collective Bargaining. The Crisis: Impact on Retirement, Tenure, Faculty Mobility and Health Care: What is the Impact?

Romanian Higher Education: Grassroots Assessment of the Status of Europeanization

This paper considers that the process of Europeanization through higher education is aided, sustained and undergirded by human exchanges, such as student and faculty mobility schemes, student exchanges endorsed through bilateral agreements or simply through personal relations forged in the context of individual studies abroad. While such transactions may occur through institutionally sanctioned programs, they have distinct and unintended consequences for the emergence of a European public space. The connections developed in these inter-human exchanges infuse European higher education with a mosaic of perspectives and practices circulating in a constant cycle of borrowing and localization. In turn, then, higher education serves as an aggregating and filtering system for the formation of a European intellectual realm premised upon the movement of ideas between students and faculty across the EU and Europe as a whole.

A case of cooperation in the European OR education

European cooperation is a relevant subject that contributes to building a competitive network of high education institutions. A case of teacher mobility on behalf of the Erasmus programme is presented: it considers some Operations Research topics and the development of the Lego on My Decision module. The module considers eight lecture hours in four sessions: (i) the introductory session, to focus on the basics of computational linear algebra, linear programming, integer programming, with computational support (Excel®); (ii) the interim session, to address modelling subjects in a drop by-session; (iii) the advanced session, on the sequence of (i), to consider uncertainty and also how to use multi-criteria decision-making methods; (iv) the final session, to perform the evaluation of learning outcomes. This cooperation at European level is further exploited, including curricula normalisation and adjustments, cultural exchanges and research lines sharing in the idea of promoting the mobility of students and faculty.

The regional transnationalization of Latin American nursing

As a knowledge generator, the university has always worked towards the internationalization of its research function, based on the researchers’ autonomy. As from the 1990’s, as a consequence of the globalization process, this assertion is no longer restricted to the research function, but also includes the teaching function. Nowadays, the university should work to produce pluriversity knowledge, that is, contextual knowledge to the extent that the principle organizing its production is its possible application. As the knowledge is applied beyond the university walls, the initiative to formulate the problems one intends to solve and to determine criteria for their relevance is the result of sharing between researchers and users. In pluriversity knowledge production, unilaterality is replaced by interactivity, which has gained enormous power by the revolution in information and communication technologies. Technological development is considered one of the most important tools for internationalization and for the use of the web to strengthen distance education and build collaborative research networks. As a result of globalization, the university increasingly needs to find regional synergies and intensify networks so as to stimulate and expand existing forms of transnational cooperation and multiply them in the framework of bilateral or multilateral agreements, in line with principles of mutual benefit. In this sense, Latin American Nursing has made efforts to transnationalize teaching and research institutions and establish regional collaborative networks. Initiatives in this sense include welcoming foreign students, mainly in graduate programs; international associations involving consulting services to foreign universities; collaborative research projects, distance education, virtual learning, faculty mobility, on-line libraries, research funding for students and faculty, among others. Some regional actions are just beginning, such as student exchange at undergraduate level and curriculum adaptations, while others are flourishing, such as the Collaborative Networks coordinated by the Pan American Health Organization/World Health Organization (nursing in patient safety, mental health nursing, child health nursing, nursing researchers and HIV, care management, nurse migration, nurses in elderly health, nursing journal editors etc.); the offering of distance education, such as the courses offered to health professionals from Latin American countries with a view to skills development in drugs abuse control and the Electronic journal portal in the Virtual Health Library-Nursing, currently joining 18 Nursing journals published in Brazil, Colombia, Chile and Spain. Thus, transnational research centers need to be created, addressing themes and problems of specific interest to this region, and the dissemination of their research results needs to expand. In this context, the Latin American Journal of Nursing invites researchers from Argentina, Belize, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela to submit manuscripts about regional problems, with a view to encouraging new regional partnerships and contributing to the transnationalization of Nursing knowledge dissemination in Latin American nursing.

Regionalisation of higher education services in Europe and East Asia and potential for global change

International provision of higher education services in both European and East Asian countries increasingly have a regional dimension. The European Union has since 1987 promoted the mobility of students, faculty, and content through its Erasmus Programmes. The ‘Bologna’ process that began in 1998/1999 now brings over 40 European countries together to create a European Higher Education Area by the end of the current decade. Meanwhile, East Asian countries (10 in ASEAN, plus P.R. China, Japan and South Korea) are also in a process of internationalising their higher education sector with an increasing regional component. Led by Japan, the “ASEAN+3 study group on facilitation and promotion of exchange of people and human resource development” advanced a comprehensive report, welcomed by the East Asian leaders meeting in October 2003, that strives for regional promotion of lifelong learning programs; credit transfer systems; scholarships and exchange programs for students, faculty, staff; research and development cooperation; ‘centres of excellence’ including e-learning; and curricular development as bases for common regional qualification standards among interested institutions. Both regional processes could reinforce each other in various ways, but possibly chiefly through the Asia–Europe Meeting (ASEM) process, unique among various recent inter-regional dialogue and cooperation processes around the world. Moreover, European and East Asian converging higher education processes could help the rest of the world through world inter-regionalism, and through an overhaul of international organisations dealing with higher education.

Towards the European Higher Education Area: Inclusion of the Borderline Countries of the Black Sea Area

A sweeping analysis is provided of the problems and challenges inherent in adapting the higher education systems of South East Europe to the Bologna Process. For the countries in question, not yet members of the European Union, educational reform, particularly the reform of higher education along the lines of the Bologna Process, are viewed as crucial steps to be taken on the way to membership. Such matters as course programmes and credits, faculty and student mobility, brain drain, the employment of graduates, quality and competitiveness, use of the NITs in the region, inter-university co-operation, higher education and society, lifelong learning, and the actions of international organizations are discussed. Some suggestions for further progress are given.

The Demand for Faculty in Special Education: A Study of Searches Conducted in 1997–98

As part of the comprehensive study of the supply and demand of special education faculty, we surveyed search committee chairs about their open faculty positions, the manner in which their searches were conducted, and the outcomes of the searches. We inquired about those hired in successful searches and the reasons for failed searches. Information from 121 chairs of 1997–98 special education search committees was collected. The majority of positions were at the rank of Assistant Professor and came from existing lines left vacant due to faculty mobility. Seventy-three percent of the searches ended successfully; 76% of those hired were women and 20% were culturally or linguistically diverse. Failed searches were attributed to job offers being turned down and the perception of an inadequate applicant pool. The findings are discussed in relation to previous research investigating special education faculty demand and the deleterious impact on students with disabilities.

Academic Pilgrims: Faculty Mobility in the Virtual World

Explains that international mobility forms an integral part of the academic work of most faculty members. Considers some implications of faculty mobility in cyberspace and some of the constraints of the virtual world. Formulates recommendations for the enhancement of faculty mobility in the virtual world at the international and department levels. Discusses new cultural, social and educational challenges related to virtual mobility. Concludes that through virtual mobility, the real collaborative links become even more efficient and that real mobility is an added value to virtual mobility and vice versa.

The Ethics of Accounting Faculty Mobility at Undergraduate Universities: A Comment on Smith

This paper comments on an article by Sheldon Smith, who discussed the ethical issues facing doctorally qualified accounting faculty members who are employed by small, undergraduate teaching schools but who also wish to develop vitae that will allow for future mobility. The present article goes beyond the issues Smith raises to include a discussion of the relevance of the PhD degree at teaching institutions and the relevance of research as a measure of competence.

A Theoretical and Empirical Analysis of Journal Rankings: The Case of Formal Lists

This study examines the use of formal rankings of journals by management departments for personnel decision purposes. We posit that the probability of adopting a list of formal rankings is related to a set of characteristics of the department. Few schools have formal lists of journals. Our empirical findings imply that the probability of adopting a list is positively correlated with department size and is inversely correlated with the perceived quality of the department. Considerable variation exists across such lists and across different institutions in the perceptions of the quality of journals. This suggests that, although lists may reduce the level of uncertainty regarding the assessment of research quality by providing explicit targets, lists may also induce faculty members to develop institution-specific human capital. This could reduce faculty mobility and impede career development.

A theoretical and empirical analysis of journal rankings: The case of formal lists

This study examines the use of formal rankings of journals by management departments for personnel decision purposes. We posit that the probability of adopting a list of formal rankings is related to a set of characteristics of the department. Few schools have formal lists of journals. Our empirical findings imply that the probability of adopting a list is positively correlated with department size and is inversely correlated with the perceived quality of the department. Considerable variation exists across such lists and across different institutions in the perceptions of the quality of journals. This suggests that, although lists may reduce the level of uncertainty regarding the assessment of research quality by providing explicit targets, lists may also induce faculty members to develop institution-specific human capital. This could reduce faculty mobility and impede career development.

Going Places: Social and Legal Aspects of International Faculty Mobility

The first part of this article assesses the various determinants, such as academic rank, age, discipline, and sex that influence international faculty mobility. The data indicate that faculty members of higher rank and those having technical backgrounds and who are senior staff members and men travel more frequently than others do. The second part discusses the various legal obstacles to international faculty mobility. The third part presents recent social and legal developments and formulates some recommendations for the enhancement of faculty mobility.

A Multiple-constituency, Status-based Approach to Interorganizational Mobility of Faculty and Input-output Competition among Top Business Schools

A study of inputs (students and new faculty) and outputs (MBA and Ph.D. graduates) of 20 business schools found that status perceived by certain stakeholder groups (constituencies) affects the mobility of individuals between schools and limits the competition among schools for student inputs and for output placement. The study examined schools that differed in status perceived by three constituencies: the national business community, the academic community, and MBA students. The results indicate that, depending on their status in the opinion of different constituencies, the schools engaged in different degrees of student input creaming, scrambling for inputs, input targeting, input avoidance, and output streaming (all terms developed as part of the model proposed herein). The results suggest that in Ph.D. markets, status hierarchies tend to make groups of schools a closed system, leading to homosocial reproduction of senior faculties and social isolation and immobility for certain Ph.D. graduates. Barriers appear to be created between the subsystems of schools. One major theoretical implication of the study findings is that status hierarchies define patterns of social ecology of business schools and limit competition for resources. One practical implication of the study findings is that schools are at a disadvantage in competing for student inputs and placing MBA and Ph.D. graduates if they lack status in the national business community. High status in the opinion of students and academics is not associated with all of the advantages afforded by status in the national business community. Hence, teaching and research strategies designed to achieve status among students or academics alone may not be as successful as those that have relevance to the broader “real world.”

Reward Allocations to the Extremely Mobile Employee: A Qualification of Rational Selective Exploitation

In Experiment 1, undergraduate students role-played the position of a university department head dividing rewards among a group of six hypothetical employees who varied in competence (high or low) and mobility (high, medium, or low). The departments were described as being either high, medium, or low in available rewards, and being in a high-, medium- or low-demand field. As predicted, there was a quadratic relationship between reward allocation and mobility, with greatest rewards given at the intermediate level of mobility. Experiment 2 explored the same questions, except that actual university department heads divided rewards among the same six hypothetical employees as though they were members of their own department. Department heads were grouped on the basis of the actual resources in their department and the availability of faculty in their field. There was a quadratic relationship between faculty mobility and reward allocations; this effect was most evident for high competence employees under conditions of moderate reward scarcity.

DETERMINANTS OF INTERNATIONAL FACULTY MOBILITY

This article opens with a discussion of the position of international faculty mobility in university organizations. It then turns to an analysis of the motivations which induce faculty members to perform their tasks and more specifically to take part in this type of mobility. The analysis leads to the presentation of a conceptual framework for international faculty mobility; and following sections present some of its major professional and personal determinants. The article concludes with a discussion of how it can best be encouraged by organizational strategies.

Faculty mobility in the 1990s

Journal of Dental EducationVolume 55, Issue 12 p. 792-796 Article Faculty mobility in the 1990s DP DePaola, DP DePaolaSearch for more papers by this author DP DePaola, DP DePaolaSearch for more papers by this author First published: 01 December 1991 https://doi.org/10.1002/j.0022-0337.1991.55.12.tb02604.xAbout ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume55, Issue12December 1991Pages 792-796 RelatedInformation

The Mobility of Black Collegiate Faculty Revisited: Whatever Happened to the "Brain Drain"?

Nearly two decades after affirmative action pressures prompted White colleges and universities to begin aggressively recruiting Black faculty, the presence of Blacks in the American higher education professoriat remains problematic. Although the majority of Black faculty remain concentrated at historically Black colleges and universities (HBCUs), research on career mobility within the academic profession is predisposed toward investigating those relatively few Blacks with faculty appointments at White institutions. The result is a relative paucity of empirical knowledge about the career mobility of Black collegiate faculty (Finkelstein, 1984). Moreover, during the 1970s some scholars argued that Black collegiate faculty had a significant advantage in the marketplace as measured by the number of job offers from White colleges and by salaries (Mommsen, 1974; Freeman, 1977). Allegedly this advantage was due to their Black skin. As a consequence of this increased mobility, a few scholars began to foresee a brain drain from HBCUs where most Black faculty were employed (Morris, 1972). Was such a situation aberrant or fundamental? Was it typical even of the early 1980s? This article reports the results of original survey research undertaken to explore these questions using a twice-stratified random sample of mobile faculty recruited to Black colleges during the 1981-82 academic year.

A New Academic Marketplace.

This book examines faculty mobility in the 1980s from the perspective of process and market environment, and makes comparisons between current research findings and those reported by Theodore Caplow and Reece McGee in 1958 in The Academic Marketplace. The present study, like the earlier one, encompasses faculty recruitment, including search and selection procedures and effect, and the circumstances of termination, such as denial of tenure, voluntary resignation, retirement, and death. The research findings are based on data obtained from 306 faculty members in personal and telephone interviews conducted during the period from December 1985 to April 1986 and mail response; the sample universities were six of those used in the earlier survey. The findings are discussed in comparison to human resource management in the nonacademic sector and implications for the practice of human resource management in academic settings, contributing to an organizational culture. An important feature of this book is the introduction of management techniques and management thinking at the departmental level that did not exist in the 1950s. The author contends, however, that new management strategies appear to have little effect on the recruitment and termination processes, and that these processes have remained traditionally based while the organization is changing under environmental influences. This unique and timely work will be of interest to a broad academic population, providing new insights into the academic world for anyone interested in the present state of higher eduation, and will be a welcome addition in the research and study of sociology, nonprofit management, and university organization.

Faculty Vitality on Review

Whether institutions of higher education are in of renewal or not, whether faculty vitality should be an ongoing priority or not, are no longer issues in question. The long-predicted declines in student enrollment, faculty mobility, and resources are here, and faculty members of both genders-at all career stages and on every kind of campus-are feeling the effects. Because of the widespread depression in the professoriate as reported by Bowen and Schuster [82] and corroborated by the latest Carnegie Report [161], the September issue of Change Magazine called 1985-86 the year that faculty vitality and performance get the concerted attention they need [82].

An Overview of the 1987 ASHE Distinguished Dissertation: Change in the Academic Marketplace: Faculty Mobility in the 1980s

Theodore Caplow and Reece McGee’s The Academic Marketplace , a landmark work on the sociology of the academic profession, was published in 1958. This study used Caplow and McGee’s original research framework and materials to examine the faculty personnel system in major universities today. The findings identified sources of change and continuity in the academic marketplace over a thirty-year period.