ERIC Number: ED265796
Record Type: Non-Journal
Publication Date: 1985-Nov
Reference Count: N/A
Many Sectors, Many Professions. Comparative Higher Education Research Group. Working Paper #7.
Ruscio, Kenneth P.
The heterogeneity within the academic profession in work arrangements, institutional governance, and academicians' values and beliefs are described. Observations are based on interviews with about 150 faculty members from 16 types of institutions and in six subject fields: physics, biology, political science, English, medicine, and business. The following assumptions are made: (1) institutional structure shapes the professorial role; (2) institutional differences operate more covertly than disciplinary differences; (3) a large division of labor exists within the professoriat; and (4) the turbulence of the United States higher education system causes some institutions to accumulate various missions that lead to idiosyncratic combinations of academics at the college. The diverse types of institutions (e.g., research universities, community colleges, elite liberal arts colleges) have different missions and serve different populations. Emphasis on faculty teaching and research roles is linked in part to institutional mission. Examples of authority arrangements at colleges indicate factors influencing faculty participation in governance. It is noted that as higher education systems divide into different work and governance settings, beliefs, attitudes, and ideologies of the academic profession are fragmented. A four-page bibliography concludes the paper. (SW)
Descriptors: College Administration, College Environment, College Faculty, College Instruction, College Role, Community Colleges, Faculty College Relationship, Faculty Workload, Governance, Higher Education, Institutional Characteristics, Intellectual Disciplines, Organizational Climate, Research, Scholarship, State Colleges, Teacher Attitudes, Teacher Role, Universities
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: EXXON Education Foundation, New York, NY.; Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.
Authoring Institution: California Univ., Los Angeles. Graduate School of Education