Career Patterns and Job Mobility of College and University Music Faculty

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68554/2/10.2307_3344592.pd

Faculty at work: Focus on research, scholarship, and service

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43611/1/11162_2004_Article_BF00992166.pd

Faculty self-actualization: Factors affecting career success

This study determined the degree of relationship between four personal factors related to faculty growth and development, two environmental indices, and career success and satisfaction. Maslow's notion of self-actualization guided the construction of the personal indices of self-democraticness, support, tolerance, and trust; McGregor and Likert provided the theoretical bases for the environmental indices. The data came from the American Council on Education—Carnegie Commission national survey. Selecting only faculty at the rank of assistant professor and higher who were teaching in arts and science departments produced an N of 7,534. Trust was the only personal variable significantly and consistently related to success and satisfaction, but even it had low contingency coefficients. Control of the work environment was the best predictor of the outcome variables and produced CC=0.41 under certain conditions. While not a causal study, the findings nonetheless suggest that factors which can be more easily changed (environmental in contrast to personal) can positively affect faculty growth and development. Implications for administrators follow.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43634/1/11162_2004_Article_BF00977394.pd

Evaluating criminal justice programs: Establishing criteria

Directors of 239 four-year undergraduate criminal justice programs in the United States were asked to nominate the outstanding programs in that country and to state the criteria upon which they made their assessment. Eleven criteria and twenty-four institutions were mentioned by four or more directors. Institutional data produced moderate correlations between the frequency of mention and many of the indicators for the criteria. Similarities and differences with quality criteria found in ratings of more established fields of study are discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/28772/1/0000604.pd

Faculty careers: Maturation, demographic, and historical effects

Sixty-five University of Michigan arts and science faculty members were interviewed on a number of matters related to their careers. Roughly one-third joined the faculty as assistant professors in each of the three years, 1960, 1965, or 1970. Vitae were used to obtain scholarly productivity measures. The data were analyzed with regard to productivity, promotion rate, and perceptions and values of faculty with respect to the weight that research, teaching, and service are and should be given in promotion decisions. The various outcomes were then examined from the perspectives of maturation (aging), demographic (cohort), and historical effects. The conclusion is that different perspectives are needed to explain different phenomena. Cohort effects, sometimes modified by historical events, were more effective and called upon more often than were explanations relating to age.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43593/1/11162_2004_Article_BF00974911.pd

Physicians' values and their career stage

Professional values of 241 practicing physicians were determined from factor analyzing their responses to 25 questionnaire items dealing with an ideal medical school in their vicinity. The seven factors (values)--(1) Academic, (2) Professional Separatism, (3) Support, (4) Social Welfare, (5) Research/Specialization, (6) Status/ Prestige, and (7) Convenience--were examined for their relationship to background characteristics (e.g., training) and practice (e.g., specialty). Few differences were found. However, when values were analyzed by age and career stage, significant fluctuations were found. Levinson's adult development theory was able to account for a sizeable portion of the observed variations. Practical and theoretical consequences are discussed in connection with physician stress at critical career stages.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25255/1/0000698.pd

Research note: Some corrections and suggestions for working with the national faculty survey databases

Our ability to understand the faculty work environment has been greatly enhanced by the availability of largescale national surveys of the professoriate since the 1950s. This technical note identifies ways to improve data comparability among the national faculty surveys. It begins by identifying the national surveys and some of their attributes. The study then estimates faculty sizes and calculates weights for faculty in selected disciplines and institution types. The weights are designed specifically for four surveys conducted in 1969, 1975, 1980, and 1988.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43605/1/11162_2004_Article_BF00992623.pd

Faculty at work: Focus on teaching

Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in English, chemistry, and psychology from community colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to teaching. The data came from a 1988 national survey. Gender ( sociodemographic ); quality of graduate school attended, career age, and rank ( career ); self-competence, self-efficacy, institutional commitment, personal interest in teaching, and percent time preferred to give to teaching ( self-valuations ); and institutional preference, consensus and support, and colleague commitment to teaching ( perception of the environment ) were entered into regressions. R 2 were generally strong (.86 for community college chemists) and significant. For all institutional types, self-valuation and perception of the environment motivators significantly accounted for the explained variance whereas sociodemographic and career variables did not.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43606/1/11162_2004_Article_BF00992182.pd

Faculty at work: Focus on research, scholarship, and service

Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in eight liberal arts and science departments from community colleges, liberal arts colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to research, scholarship, and service. The data came from a 1988 national survey of faculty. Gender, (sociodemographic), quality of graduate school attended, career age , and rank (career); self-competence and self-efficacy regarding research, scholarship, and service and percent time prefer to give to research, scholarship, and service ( self-valuations ); and institutional preference, consensus and support , and colleague commitment to research, scholarship, and service ( perception of the environment ) were entered into regressions. R 2 s were generally strong (.64 for liberal arts-I institutions) and significant. For all institutional types, self-valuation ( self-competence and -efficacy ) motivators significantly accounted for the explained variance. Sociodemographic and career variables did not explain appreciable amounts of variance.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43607/1/11162_2004_Article_BF00992183.pd