ERIC Number: ED424818
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Work, Family, and the Faculty Career. New Pathways: Faculty Career and Employment for the 21st Century Working Paper Series, Inquiry #8.
Gappa, Judith M.; MacDermid, Shelley M.
This paper, one in a series about the priorities of the professoriate, examines work-family issues as they affect faculty recruitment, retention, and productivity. Following a brief discussion of changing work-force demographics, the first part of the paper examines the structure of an academic career, focusing particularly on junior faculty and the tenure decision. The discussion covers workloads, the career path to tenure, and the effects of decentralization. The second section looks at various campus work-family initiatives, noting that "leadership" campuses tend to share certain family-friendly cultures at dual-career couples and at how a few medical schools have restructured their standard work and career arrangements. Section 3 looks beyond academe to see what can be learned from industry and other employers. It notes that development of work-family programs typically goes through several stages of evolution. It also finds that work-family programs are effective in addressing impediments to employee effectiveness. The final section suggests practical strategies for work-family programs, noting that such programs must be comprehensive and cover all career stages, that they require institutional support and leadership, that work must be redesigned so that faculty can integrate work-family responsibilities, and that they require fundamental changes in academic culture. (Contains 42 references.) (CH)
Descriptors: Careers, College Faculty, Dual Career Family, Faculty College Relationship, Faculty Evaluation, Faculty Recruitment, Faculty Workload, Family Life, Family Work Relationship, Higher Education, Institutional Environment, Job Satisfaction, Morale, Organizational Climate, Quality of Working Life, Work Environment
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Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: American Association for the Advancement of Science, Washington, DC.
Note: For related documents, see HE 0031 666-678.