Separate but Not Quite Equal’
Collegiality Experiences of Full-Time Non-Tenure-Track Faculty Members
Bibliographic Data
| ID | 9015000 |
|---|---|
| Authors | Don Haviland (Department of Educational Leadership, Long Beach State University, Long Beach, California, USA, corresponding author), Nathan F Alleman (0000-0002-2900-342X, ,), Cara Cliburn Allen (0009-0000-7802-5118, ,) |
| Year | 2017 |
| Volume | 88 |
| Issue | 4 |
| Pages | 505-528 |
| Publication date | 2017-03-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2016.1272321 |
| OpenAlex | W2740233565 |
| Language | EN |
| Citations received | 17 |
| References cited | 26 |
Collegiality, which indicates respect, a voice in decision making, and a commitment to the common good, is central to academic governance and faculty culture. However, as faculty work is increasingly unbundled, little is known about how concepts traditionally applied to tenure-track faculty, such as collegiality and the collegium (to which access is granted through recognition of expertise), apply to newer categories such as full-time non-tenure-track faculty (NTTF). This interview study investigated collegiality experiences among 38 full-time NTTF in a public comprehensive university and a religiously affiliated research university. A framework blending symbolic interaction (Blumer, 1980; Snow, 2001) and role ambiguity (Bess, 1992) was used to understand the experiences of NTTF with collegiality. Findings suggest that with little opportunity to earn recognition as experts based on scholarship, NTTF experiences with collegiality are at best conditional and at worst deficient. Interactions with colleagues, institutional structures, and professional/academic culture reflect substantial role ambiguity that creates a “separate but not quite equal” status for NTTF. The practice of maintaining NTTF on the periphery of collegiality and the collegium may well compromise the health and vitality of an increasingly differentiated faculty body and the ability of universities to accomplish their academic missions
Ambiguity · Collegiality · Corporate governance · Faculty Development · Management · Medical education · Pedagogy · Political science · Professional development · Public relations · Scholarship · Sociology · University faculty · Computer Science · Higher Education Governance and Development · Innovations in Medical Education · Law · Medicine · Mentoring and Academic Development · Psychology
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| Citations per year | 2.13 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |