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ERIC Number: ED308803
Record Type: RIE
Publication Date: 1989-Jul
Pages: 20
Abstractor: N/A
Reference Count: N/A
Trends in Faculty Involvement in Marketing, Technology and Part-Time Teaching on the College Campus.
Mellon, John N.
Three aspects of faculty involvement are discussed: how computer technology affects personal relationships between faculty and students; how faculty talents help colleges and universities recruit students; and what role part-time faculty members play. Computer use can help faculty and students establish new patterns of sharing data, and computer aided relationships built around specific question and answer data can influence their frequency of contact. The computer is good for making instructional management more efficient. Its question and answer model lets faculty members become process centered expediters. Part-time teaching performance affects the institution's overall quality of academic progress. Institutional excellence includes faculty that combines part-time professionals with the core full-timers. Issues regarding part-time faculty involve status, use, workload, evaluation, support, and compensation. Colleges and universities must specify employment requirements for part-time faculty who meet the standards established by accrediting agencies. Recruitment strategy (integrating marketing and faculty involvement) is inclusive and involves all members of the campus community. The campus community must look at: where they are; where they want to go; and how they can develop an information system to keep them informed. The college/university mission must be rethought. Faculty involvement is critical to make the plan reflect the institution's academic mission. Institutional health is diagnosed on the basis of enrollment, and marketing is the common prescription for health. Contains 23 references. (SM)
Publication Type: Reports - Descriptive; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.