It also reviews the literature about key tensions that emerge because of the development of this new group of faculty:
- Is tenure still relevant and important?
- Can tenure–track and non–tenure–track faculty find shared interests to collectively create change?
- Can non–tenure–track faculty overcome competition that prevents them from working together meaningfully?
- Why is the research on the institutional and student impacts of non–tenure–track faculty so mixed?
- Does empirical research address stereotypes about non–tenure–track faculty and how can it be spread more widely to imporve institutional decision making?
- What future research is needed to guide policy?
As a guide to the trends and research in non–tenure track faculty, this is an invaluable review for administrators and faculty who want to make better–informed decisions about staffing.
This is the fifth issue in the 36th volume of the Jossey–Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Introduction and Overview.
Need for the Monograph.
Purpose and Audience.
Background: Understanding the Conflicting Research.
Introduction to the Players: Groups Studying Non–Tenure–Track Faculty.
Organization of the Monograph.
Theories Used to Study and Understand Non–Tenure–Track Faculty.
Psychological and Social Psychological Theories.
Labor Relations Theory.
Conclusions and Suggestions for Further Research.
Overall Conclusions and Implications.
About the Authors.