Declining Faculty Availability to Students Is the Problem-But Tenure Is Not the Explanation

Bibliographic Data

ID3757743
AuthorsErnst Benjamin (American Association of University Professors, corresponding author)
Year1998
Volume41
Issue5
Pages716-735
Publication date1998-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Behavioral Scientist (JOURNAL)
Journal identifiersISSN: 0002-7642 • E-ISSN: 1552-3381
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0002764298041005008
OpenAlexW2025651417
LanguageEN
Citations received1
References cited5

This article challenges the argument that tenure fosters indifference to student learning. It draws extensively on Department of Education data to advance the contrary view that inadequate faculty involvement with students primarily reflects the declining numbers of tenure track faculty relative to the increasing numbers of students. The author presents data to show, further, that full-time tenure track faculty are more productive-that is, spend more time with students and contribute more to student success than their less expensive part-time or nontenure track replacements. Contrasting the ideal access to faculty afforded students in well-endowed independent colleges and universities with the poorer access afforded by public institutions, the author concludes that declining public funding, not tenure, explains diminished student opportunity

Argument (complex analysis) · Demographic economics · Economics · Higher education · Ideal (ethics) · Mathematics education · Political science · Public relations · Sociology · Higher Education Research Studies · Innovations in Educational Methods · Law · Medicine · Mentoring and Academic Development · Psychology

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