Blowing Open the Bottleneck: Designing New Approaches to Increase Nurse Education Capacity

Outlines the challenges of expanding the nurse education capacity to meet nursing shortages. Explores strategies such as partnerships among stakeholders, faculty development, revised curricula, and policy and regulatory advocacy, and offers case studies

ILR Impact Brief - Employment Arbitration: Emergence of a New Profession

The ILR Impact Brief series highlights the research and project based work conducted by ILR faculty that is relevant to workplace issues and public policy. Brief #1 highlights the authors\u27 research on employment arbitration, including a survey of the National Academy of Arbitrators

The Value of Phased Retirement

This paper examines how phased retirement plans in higher education create value for both the institution and individual faculty, based upon evidence from the Survey of Changes in Faculty Retirement Policies and an in-depth case study of the University of North Carolina system. Faculty benefit by receiving improved opportunities for part-time work and by having the ability to make a smoother transition to retirement. The policy is clearly of great value to the 25 to 35 percent of UNC faculty who opt for phased over full retirement. The biggest payoff to the university is an increase in the odds that low-performing faculty will start the retirement process earlier. Universities also anticipate increased flexibility in managing faculty employment and compensation; phased retirement is most likely to be observed on campuses where a high percentage of faculty has tenure.

Bulletin of Information 1985-1986

Annual bulletin with academic calendar, school objectives & course of studies, faculty, administration, degrees conferred, course descriptions, fees & tuition, financial assistance, admission requirements, affirmative action policy, academic regulations, examinations & grades, student organizations, Alumni Associationhttps://ir.lawnet.fordham.edu/bulletins/1079/thumbnail.jp

Keeping up With the Joneses: Institutional Changes Following the Adoption of a Merit Aid Policy

The increasing use by private colleges and universities of financial aid based on “merit”, as opposed to based solely on financial need has caused many to raise concerns that this type of aid will go mainly to higher income students crowding out aid to lower income students. However, some analysts suggest that by attracting more “almost full-paying” students through the use of merit aid, institutions will have more financial resources that they can use to increase their financial aid to low-income students and thus their enrollment. Results using data from the College Board’s Annual Survey of Colleges and other secondary data sources suggest that the increased use of merit aid is associated with a decrease in enrollment of low-income and minority students, particularly at more selective institutions. Additionally, this paper examines how institutions may be diverting financial resources to fund merit aid awards, such as through the increased use of part-time faculty, increases in tuition or fees, or smaller increases in faculty salaries. For middle and bottom tier colleges a merit aid policy is accompanied by an increase in tuition. Top tier colleges experience decreases in faculty salaries after the introduction of a merit aid policy, and bottom tier colleges see increases in salaries

Enhancing the Attractiveness of Research to Female Faculty

[Excerpt] CSWEP has long been concerned about the underrepresentation of women in faculty positions at major research universities. I have been charged by the committee with enumerating a set of policies that might enhance the attractiveness of research universities to female faculty. After presenting some data that suggest the magnitude of the underrepresentation problem, I do so below. In each case, I sketch the pros and cons of the policy. Although the focus is on increasing the attractiveness of research universities to female faculty, many of the policies would increase the attractiveness of academic careers per se to new female Ph.D.s if implemented in academia more broadly

Bulletin of Information 1981-1982

Annual bulletin with academic calendar, school objectives & system of instruction, affirmative action policy, faculty, administration, degrees conferred, prizes, curriculum (course of studies & description of courses),tuition costs and fees, requirements for admission & degree, registration, attendance, examinations & grades, bar admission, student activities, financial assistancehttps://ir.lawnet.fordham.edu/bulletins/1075/thumbnail.jp

Academic Freedom of Part-Time Faculty

Everyone assumes that part-time faculty should enjoy a full measure of academic freedom. The American Association of University Professors (AAUP) has consistently argued for it. Martin Michaelson\u27s draft Academic Freedom Policy and Procedures, a touchstone for this symposium, accords academic freedom through contract to full-time and part-time faculty without distinction. A recent article in the Chronicle of Higher Education raised the alarm that To Many Adjunct Professors, Academic Freedom Is a Myth; nowhere did it question the normative claim that an adjunct should enjoy complete academic freedom

OPEN DOORS AND OPEN MINDS: WHAT FACULTY AUTHORS CAN DO TO ENSURE OPEN ACCESS TO THEIR WORK THROUGH THEIR INSTITUTION

The Internet has brought unparalleled opportunities for expanding availability of research by bringing down economic and physical barriers to sharing. The digitally networked environment promises to democratize access, carry knowledge beyond traditional research niches, accelerate discovery, encourage new and interdisciplinary approaches to ever more complex research challenges, and enable new computational research strategies. However, despite these opportunities for increasing access to knowledge, the prices of scholarly journals have risen sharply over the past two decades, often forcing libraries to cancel subscriptions. Today even the wealthiest institutions cannot afford to sustain all of the journals needed by their faculties and students. To take advantage of the opportunities created by the Internet and to further their mission of creating, preserving, and disseminating knowledge, many academic institutions are taking steps to capture the benefits of more open research sharing. Colleges and universities have built digital repositories to preserve and distribute faculty scholarly articles and other research outputs. Many individual authors have taken steps to retain the rights they need, under copyright law, to allow their work to be made freely available on the Internet and in their institutionâ s repository. And, faculties at some institutions have adopted resolutions endorsing more open access to scholarly articles. Most recently, on February 12, 2008, the Faculty of Arts and Sciences (FAS) at Harvard University took a landmark step. The faculty voted to adopt a policy requiring that faculty authors send an electronic copy of their scholarly articles to the universityâ s digital repository and that faculty authors automatically grant copyright permission to the university to archive and to distribute these articles unless a faculty member has waived the policy for a particular article. Essentially, the faculty voted to make open access to the results of their published journal articles the default policy for the Faculty of Arts and Sciences of Harvard University. As of March 2008, a proposal is also under consideration in the University of California system by which faculty authors would commit routinely to grant copyright permission to the university to make copies of the facultyâ s scholarly work openly accessible over the Internet. Inspired by the example set by the Harvard faculty, this White Paper is addressed to the faculty and administrators of academic institutions who support equitable access to scholarly research and knowledge, and who believe that the institution can play an important role as steward of the scholarly literature produced by its faculty. This paper discusses both the motivation and the process for establishing a binding institutional policy that automatically grants a copyright license from each faculty member to permit deposit of his or her peer-reviewed scholarly articles in institutional repositories, from which the works become available for others to read and cite

ILR Impact Brief - Doomed to Fail: The Unintended Consequences of Guestworker Programs

The ILR Impact Brief series highlights the research and project based work conducted by ILR faculty that is relevant to workplace issues and public policy. Brief #2 highlights the authors\u27 research on immigration policy and the American labor force