Non-tenure Track Research Articles

비정년트랙 전임교원의 경계인으로서 삶에 대한 자문화기술지

Objectives This study attempted to see how the social structure affects an individual’s life, that is, the career of researchers who shape, teach, and study, through autoethnogrphy on the life of non-tenure track full-time professor as a marginal man. Methods To this end, this study conducted a autoethnography that can view and interpret the researcher’s experience within a socio-cultural context using the researhcer’s diary, KakaoTalk conversation, recall data, and literature data, and attempted to analyze socio-cultural interactions through the concept of habitus and symbolic boundaries. Results Through my experience as a professor in charge of projects, I came to recognize the identity of a professor in university society, and after becoming a full-time non-tenure track professor, I had time to embody my habihus as a professor in a disconnected room(cocoon). The strategy of distinguishing between various unequal systems and policies in society and universities was giving legitimacy to the boundary by changing the symbolic boundary of the non-tenure track into a social boundary. Theses boundaries had the effect of excluding researchers and themselves, thereby affecting their sense of belonging and other choices. Conclusions Unequal systems and polices affect the perception, identity, and lives of professors, which also affects the original purpose of university education. In order for university innovation to be successful, the participation and effort of all members, not just dedicated personnel, is required.

Characterizing full-time, non-tenure-track teaching faculty in biology.

Institutions of higher education play a major role in teaching undergraduate students. Historically, most courses have been taught by tenure-track (TT) faculty who may also be responsible for research or scholarly activities. However, a recent shift from "teaching-intensive" TT faculty to "teaching-only" contingent faculty off the tenure track has highlighted the importance of understanding the experiences of contingent faculty. While there have been an increasing number of studies examining the experiences of part-time contingent faculty, few studies have directly surveyed the increasing number of full-time, non-tenure-track (NTT) teaching faculty in science, technology, engineering, and mathematics (STEM) to capture their experiences, nor are we aware of any study that has examined the roles of NTT teaching faculty within one discipline to examine any potential disciplinary differences that may arise across STEM fields. Here, we focus on the experiences of full-time, non-tenure-track faculty in biology whose primary responsibility is teaching. We conducted a random stratified sampling of institutions using the Carnegie classifications to identify potential full-time NTT teaching faculty at over 10% of all institutions in the United States. Our results from surveying these faculty found both positive and negative themes, including (i) NTT teaching faculty being less diverse than the STEM professoriate at large; (ii) NTT teaching faculty reporting mixed feelings on institutional support, identifying a range of opportunities to better support NTT teaching faculty; (iii) NTT teaching faculty often having limited participation in voting for department and institutional matters and reporting mixed feelings of belonging and value; and (iv) NTT teaching faculty having high amounts of autonomy over their teaching but still struggling in key areas. We end with specific implications and recommendations for our field to better support NTT teaching faculty in biology.

An Examination of Career Readiness Among Music Education Doctoral Alumni

The purpose of this research was to examine recent doctoral music education alumni perceptions of how their doctoral programs informed their current work. We placed a specific focus on how the curricular, scholarly, and experiential facets of music education doctoral programs have transferred to graduates’ current positions. Participants ( N = 74) completed a researcher-designed survey based on previously conducted research that consisted of three categories: description of current positions, doctoral experiences, and the significance of doctoral experiences in preparation for their current positions. Results indicated that most participants were employed in full-time tenure track and nontenure track positions and that the most common opportunities during doctoral programs involved writing, presenting, and publishing research. Implications include examining recruitment practices for doctoral programs, degree program environments and expectations, the connection between degree programs and definitions of career success, and ways to prepare alumni for positions both in and outside of R1 institutions.

Checking Out Our Workspaces: An Analysis of Negative Work Environment and Burnout Utilizing the Negative Acts Questionnaire and the Copenhagen Burnout Inventory for Academic Librarians

Objective – This study explored the prevalence of and relationship between bullying and burnout among academic librarians. The authors sought to examine three main factors contributing to negative workplace environment caused by bullying and incivility: (1) the employment characteristics of respondents (i.e., tenured, non-tenure track, and others), (2) librarianship as a second (or third) career, and (3) generational differences. Methods – The researchers administered a survey via professional electronic mailing lists in early spring 2023. Librarians over the age of 18 who hold a Masters of Library Science (MLS) or equivalent degree and were employed in an academic library at the time of taking the survey were eligible to participate. The Negative Acts Questionnaire-Revised (NAQ-R) was used to measure workplace bullying, and the Copenhagen Burnout Inventory (CBI) was used to measure workplace burnout. Survey results were analyzed using RStudio. Results – The responses (n = 267) showed the average bullying score was relatively low (M = 1.57, SD = 0.52), and the average burnout score was middling (M = 45.68, SD = 17.87). The correlation between the two scores was mild (r = 0.5, < 0.001). ANOVAs found no significant difference between NAQ-R scores due to employment type (tenured, non-tenure track, and others; F(6, 260) = 0.711, p = 0.641), duration of employment (F(5, 261) = 0.482, p = 0.79), career number (F(4, 262) = 0.585, p = 0.674), or generational identity (F(5, 261) = 0.0969, p = 0.627). ANOVAs found no significant difference between CBI scores due to employment type (F(6, 260) = 1.566, p = 0.157), duration of employment (F(5, 261) = 1.911, p = 0.0929), career number (F(4, 262) = 1.398, p = 0.235), or generational identity (F(5, 261) = 1.511, p = 0.187). Conclusion – Low to moderate levels of both bullying and burnout were found among academic librarians, but the correlation between the two phenomena was mild. No significant difference was found between employment characteristics, career progression (second or third career), or generational identity and the degree of bullying or burnout experienced. This lack of difference was contrary to researcher predictions and opens the door for further research and understanding of both bullying and burnout among academic librarians.

Time, Non-Tenure-Track Labor, and the Academic Knowledge Economy in English Studies: Let’s Break the Scholarship Machine

This mixed-methods study reveals the underrepresentation of non-tenure-track (NTT) scholars in academic publications in English, even while they teach the majority of courses. Interviews with NTT scholars and editors reveal time, in several dimensions, as a significant barrier to publication. An analysis of interviews with editors and journal websites suggests models for change.

Personalizing first-year writing course design and delivery: Navigating modality, shared curriculum, and contingent labor in a community of practice

This article describes five first-year writing instructors’ experiences with personalizing shared curriculum across three different course delivery formats (face-to-face, hybrid, online). The data is drawn from teaching journals that the co-authors, a non-tenure track, part-time Lecturer and a tenured Writing Program Administrator, and three Graduate Student Teaching Associates completed throughout Fall 2022. The findings illustrate both benefits and drawbacks related to shared curriculum: discussing and troubleshooting curriculum in a community of practice is highly valuable, but separating course delivery from course design is challenging. In our study, those challenges manifested as disconnects between course content and disciplinary identity, as well as personal feelings of failure. On the other hand, the need to personalize shared curriculum across multiple delivery formats proved productive, especially when instructors used asynchronous online materials as a starting point to develop hybrid and face-to-face lesson plans. Ultimately, we advocate for more conversations about how writing programs can support contingent faculty as they personalize shared curriculum through both course delivery and design, and we offer an example of a successful community of practice that revises shared curriculum in response to community members’ experiences with teaching in multiple modalities.

Interprofessional reconstruction of a policy for academic advancement: The evolution and evaluation of scholarship for today, tomorrow, and beyond

Within higher education, scholarship is narrowly and inconsistently defined, limiting recognition of evolving faculty expectations, particularly for nursing faculty. At this academic medical center, a campus-wide, multi-school, academic advancement policy was achieved with a broader definition of scholarship that included: peer-reviewed publication of federally funded research, as well as innovation in curriculum development, teaching methodology, community engagement, safety and quality improvement, clinical practice, and health policy that would be applicable to tenure and non-tenure track faculty. The background, process, and outcomes of developing an expanded definition of scholarship that encompasses new and evolving areas of scholarship for a reconstructed academic personnel policy is presented. Beginning with a literature review and surveys of other schools' policies, we describe how a campus-wide working group ensured consensus and acceptance of the new policy. Upon approval of the reconstructed document, guidelines for implementation were widely disseminated through training workshops and discussions, integration into new faculty orientation, and faculty development programs. We share our process, outcomes, and lessons learned believing this information to be useful to other institutions engaged in review and revision of their promotion and tenure processes to align with the increasing expectations of nursing faculty of today and tomorrow.

From good to great: International faculty's efficacy in teaching and language and teaching philosophy evolution in the United States

The diversity and internationalization of academia enable U.S. higher education to acquire professionals from a global pool. However, few have researched whether levels of self-perceived efficacy in teaching, language, and technology differ in academic and personal identities. Moreover, less is known about their acquisition and improvement of pedagogical strategies. The current research used a mixed methods study to explore the complexity of instruction-related efficacy and experiences. A total of 113 international faculty (IF) completed an anonymous online Qualtrics survey between 2021 and 2022. The survey measured teaching, English, and technology efficacy. Five semi–structured interviews and classroom observations were also conducted. Results showed that: (1) Cultural and policy English efficacy, not course-related English or technology efficacy, significantly influenced their teaching efficacy. (2) Novice and non-tenure groups showed disadvantages in teaching and language. (3) IF exhibit a dynamic pedagogical approach, iteratively refining teaching beliefs and strategies based on feedback. The growth pattern of IF shows consistent themes across individual trajectories. This evolution can be categorized into three layers, beginning with a foundational layer, striving to convey course content effectively. In the relationship layer, they focus on fostering connections with students. Finally, in the desirable layer, IF are geared towards guiding students to derive maximum benefit from the classroom experience and enhance their future career prospects. Ensuring a better cultural and policy understanding in the U.S. is crucial to IF's early career success. The current research suggests that universities in the U.S. offer training programs to help IF, especially novice and non-tenure track IF, prepare to adapt to departmental and institutional cultures, policies, and standards.

Considering non-tenure track jobs in academia

Considering non-tenure track jobs in academia

Women in U.S. Law Schools, 1948–2021

AbstractWe study the progress of women’s representation and achievement in law schools. To do this, we assemble a new dataset on the number of women and men students, faculty, and deans at all ABA-approved U.S. law schools from 1948 to the present. These data enable us to study many unexplored features of women’s progress in law schools for the first time, including the process by which women initially gained access to each law school, the variance in women’s experiences across law schools, the relationship between women’s representation and student achievement, and the extent to which women disproportionally occupy interim and non-tenure track positions. We contextualize our findings by situating them within the vast qualitative literature on women’s experiences in law schools and the legal profession.

A lot in a little: Assessment of skills laboratory course structures and faculty workloads

IntroductionPharmacy skills development is essential to pharmacy programs to ensure “practice-ready” graduates. The objective was to describe the landscape of skills laboratory (lab) courses and faculty workload across United States schools and colleges of pharmacy (S/COP). MethodsThe American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group disseminated an anonymous questionnaire to collect faculty demographics, skills lab format, faculty workload, and job satisfaction. Descriptive statistics were generated, and paired t-tests were used to assess changes before and during COVID-19. ResultsFaculty from 44 of 142 S/COP responded. Participants (n = 45) were more frequently assistant professors (49%), non-tenure track (80%), and female (98%). A mean of 103 students per class, with a mean of two lab courses in both the first and second years and 1.6 in the third year were reported. Courses had a mean 1.6 lab coordinators each. Many institutions leverage non-lab faculty, pharmacy volunteers, post-graduate trainees, and senior professional students to assist. Faculty reported a mean 28.2 hours per week related to lab activities. The mean assigned percent effort was 44% for teaching in the skills lab, demonstrating consistency with effort calculations. Job satisfaction (scale 1–10) decreased from 7.6 before COVID-19 to 6.4 during COVID-19 (P < .01), with satisfaction specifically with their lab role decreasing from 7.5 to 6.6 (P = .003). ConclusionsSkills lab faculty reported significant time coordinating labs and identified the need for additional support. S/COP should ensure appropriate personnel resources are available to provide quality clinical skills training.

Building Career Paths for Ph.D., Basic and Translational Scientists in Clinical Departments in the United States: An Official American Thoracic Society Workshop Report.

Rationale: To identify barriers and opportunities for Ph.D., basic and translational scientists to be fully integrated into clinical units. Objectives: In 2022, an ad hoc committee of the American Thoracic Society developed a project proposal and workshop to identify opportunities and barriers for scientists who do not practice medicine to develop successful careers and achieve tenure-track faculty positions in clinical departments and divisions within academic medical centers (AMCs) in the United States. Methods: This document focuses on results from a survey of adult and pediatric pulmonary, critical care, and sleep medicine division chiefs as well as a survey of workshop participants, including faculty in departmental and school leadership roles in both basic science and clinical units within U.S. AMCs. Results: We conclude that full integration of non-clinically practicing basic and translational scientists into the clinical units, in addition to their traditional placements in basic science units, best serves the tripartite mission of AMCs to provide care, perform research, and educate the next generation. Evidence suggests clinical units do employ Ph.D. scientists in large numbers, but these faculty are often hired into non-tenure track positions, which do not provide the salary support, start-up funds, research independence, or space often associated with hiring in basic science units within the same institution. These barriers to success of Ph.D. faculty in clinical units are largely financial. Conclusions: Our recommendation is for AMCs to consider and explore some of our proposed strategies to accomplish the goal of integrating basic and translational scientists into clinical units in a meaningful way.

Deciding Together as Faculty: Narratives of Unanticipated Consequences in Gendered and Racialized Departmental Service, Promotion, and Voting

AbstractWorkplace inequalities scholarship often assumes making people aware of problems will lead to change, although gendered and racialized organizations theories show systemic problems beyond individual awareness. Still, not enough research analyzes the narratives of savvy organizational actors – like university faculty aware of inequalities – to understand the mechanisms operating against leveraging that knowledge for change. Data consist of 10 group interviews with 45 faculty across departments in one US public university, supplemented by content analysis of 56 departments’ written bylaws. Findings focus on three common shared decisions: committee service, hiring/promotion, and voting practices.We find awareness of inequality may actually reinforce the status quo when narratives about gendered and racialized processes feature decoupling from formal bylaws, and when narratives about outcomes relate to multiple layers of unanticipated consequences favoring whiteness and men.Specifically, inequality is reproduced when narratives about gendered and racialized unanticipated consequences: 1) highlight the imperviousness of change, as in the difficulty of allocating service work equitably, 2) lack reflexivity and shift responsibility to ‘other’ groups – ‘faculty’ or ‘administrators’ – as in unequal hiring and promotion decisions, and 3) focus on standard old boy stories which obscure other inequalities, as in faculty voting where non-tenure track rank inequality obscures race/gender inequalities. When unanticipated consequences narratives have dimensions of fatalism, finger pointing, and blindness to intersectionality, white men may continue to benefit. This study shows how formal policies and awareness of inequalities may still fail to produce change.

Queering the glass ceiling: alpha females, cyborgs, and the non-tenure track in science

ABSTRACT This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts – alpha female, silencing, less-than-person, squashing passion, and staying to get tenure – illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on ‘queering the glass ceiling’.

Applicant qualifications and characteristics in STEM faculty hiring: an analysis of faculty and administrator perspectives

BackgroundThe lack of racial diversity in science, technology, engineering, and mathematics (STEM) disciplines is perhaps one of the most challenging issues in the United States higher education system. The issue is not only concerning diverse students, but also diverse faculty members. One important contributing factor is the faculty hiring process. To make progress toward equity in hiring decisions, it is necessary to better understand how applicants are considered and evaluated. In this paper, we describe and present our study based on a survey of current STEM faculty members and administrators who examined applicant qualifications and characteristics in STEM faculty hiring decisions.ResultsThere are three key findings of the present research. First, we found that faculty members placed different levels of importance on characteristics and qualifications for tenure track hiring and non-tenure track hiring. For example, items related to research were more important when evaluating tenure track applicants, whereas items related to teaching and diversity were more important when evaluating non-tenure track applicants. Second, faculty members’ institutional classification, position, and personal identities (e.g., gender, race/ethnicity) had an impact on their evaluation criteria. For instance, we found men considered some diversity-related items more important than women. Third, faculty members rated the importance of qualifications with diversity, equity, and inclusion (DEI)-related constructs significantly lower than qualifications that did not specify DEI-related constructs, and this trend held for both tenure track and non-tenure track faculty hiring.ConclusionsThis study was an attempt to address the issue of diversity in STEM faculty hiring at institutions of higher education by examining how applicant characteristics are considered and evaluated in faculty hiring practices. Emphasizing research reputation and postdoctoral reputation while neglecting institutional diversity and equitable and inclusive teaching, research, and service stunt progress toward racial diversity because biases—both implicit and explicit, both positive and negative—still exist. Our results were consistent with research on bias in recruitment, revealing that affinity bias, confirmation bias, and halo bias exist in the faculty hiring process. These biases contribute to inequities in hiring, and need to be addressed before we can reach, sustain, and grow desired levels of diversity.

A Selective Review of Rehabilitation Services and Disabilities Studies Syllabi

Background:This investigation examined what information is typically included in an undergraduate rehabilitation syllabus and how this information is presented in written form to students.Method:Syllabi (n= 117) from six undergraduate programs, each of which reflected a different program emphasis, were reviewed in terms of their framework (traditional, instructor-centered, student-centered, and enhanced) as well as categorical information contained in their narratives.Findings:An analysis of stylistic features indicate that undergraduate faculty tend to produce syllabi that are instructor-centered and support a pedagogical rather than an andragogical way of learning. The “typical” undergraduate course is a 3-credit offering with an enrollment of about 30 students that meets once or twice per week and is more likely taught by an adjunct faculty (nontenure track) member. While most faculty post information regarding instructor contact information, course description, learning objectives, grading system, and support services, greater variation was noted regarding posting office hours, expected student behavior (e.g., attendance, missing class, and participation), class policies (e.g., late/missing assignments and extra credit), and a description of teaching methods.Conclusion:Given the importance of how syllabi serve as an outline of course content and class policies, it is recommended that rehabilitation educators develop syllabi that are more student-centered and support adult learners.

Barriers to Nontenure Track Faculty Scholarship in a Research-Intensive University.

Assistant Program Director, Nurse-Midwifery/Women's Health Nurse Practitioner and Women's Health Nurse Practitioner Programs (Ms Bradford), and Professor, Director, DNP Graduate Studies (Dr Slota), Georgetown University School of Nursing, Washington, District of Columbia. Correspondence: Ms Bradford, Georgetown University School of Nursing, 3700 Reservoir Rd NW, St. Mary's Hall, Washington, DC 20057 ([email protected]). The authors gratefully acknowledge the contribution of Dr Nancy Crowell for quantitative analyses and the contribution of Dr Diana Burden in the conception and implementation of the study. The authors declare no conflicts of interest. Supplemental digital content is available for this article. Direct URL citation appears in the printed text and is provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com). Accepted for publication: April 28, 2023 Early Access: May 25, 2023

Gender disparities in accounting academia: analysis from the lens of publications

There is a significant gender gap in accounting academia that places women at a disadvantage in terms of recruitment, hiring, promotion, tenure, status, high-level areas or positions (both research and administrative), burden distribution of work, and remuneration. Women are disproportionately represented in part-time or non-tenure tracks, such as lecturers, instructors, and assistant professors. They experience a slower rate of advancement and have lower pay and prestige. Given that various authors attribute this situation to the level of research and production of papers in top-tier scientific journals, this article aims to describe women's participation as authors in cost and management accounting to contribute to clarifying possible causes of gender disparity in the accounting case.

Weaponizing Resilience: Women in the Trenches and Fringes of Pandemic Pedagogy

This study foregrounds the conflicting social pressures that women educators in the United States face in dealing with the ongoing COVID-19 pandemic in higher education. Narratives from three standpoints interweave to provide three perspectives on pandemic-informed practices that can build resilience as an inclusive rather than simply an individual process. The three points of view are: a mother in a non-tenure track teaching position who juggles caregiving duties; a male department head navigating how to energize allyship within a neoliberal educational system that suppresses acknowledgment and support of caretaking; and interactions among members of the Facebook group Pandemic Pedagogy, a global social media hub for educators adjusting to the pandemic’s impact. Collectively, these standpoints constitute a critical autoethnographic multilogue to deconstruct and remediate the systemic gender inequities exposed and exacerbated by the pandemic. The three perspectives converge on implementing feminist ethics of care as both a philosophical and practical foundation for constructively cultivating resilience at the personal, community, and institutional levels.

Trends In... Librarians and Faculty Status

Within academic libraries there are a variety of models for faculty status or classification applicable to librarians within their institutions. Some librarian positions are tenure track, some are non-tenure track, and some are classified as non-faculty administrative staff roles. This column will outline things to consider when a librarian classified as staff, professional or non-faculty is approached to take on a faculty role in an academic department outside of the library or is presented with the opportunity to pursue faculty status as a librarian. Having these statuses has benefits as well as challenges which should be considered before taking on such a role.