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ERIC Number: ED220429
Record Type: RIE
Publication Date: 1980
Pages: 22
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Emerging Professoriate. A Study of How New Professors Spend Their Time.
Myers, Betty; Mager, Gerald M.
The purpose of this study was to gain better understanding of the work of new professors. Because time is a common constraint for all, it served as the standard measuring tool for describing their work. Three questions were investigated: (1) How do new professors spend their time with respect to their job-related work? (2) Are there some kinds of work new professors believe they should spend more time doing? and (3) What insights do new professors have about their jobs and themselves in the professoriate? The sample was selected from professors who graduated from 14 high-ranked colleges of education and who were completing their first, second, or third year of teaching. Of the 475 survey forms completed and returned, 206 were from "new professors," but only 191 were under full-time contracts. Findings indicated that new professors devoted a high proportion of their job-related work to teaching, advising, and administrative matters. Given the option, they would not take on many more of these tasks. They also engaged in relatively little personal or professional development. New professors recognized this deficit in their experience, and, neither on a peer nor on a mentor level, did they cite scholarly collegiality. New professors engaged in relatively little research and scholarship, though they were keenly aware that they should be committing more time and energy to this work. Though not a direct finding of this study, a realization emerged that institutions of higher education quickly lost contact with even their most recent doctoral graduates. It was also noted that a large percentage of doctoral graduates in education did not immediately pursue academic careers. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A