ERIC Number: ED424831
Record Type: Non-Journal
Publication Date: 1998-Oct
Reference Count: N/A
New Entrants to the Full-Time Faculty of Higher Education Institutions. 1993 National Study of Postsecondary Faculty (NSOPF-93). Statistical Analysis Report.
Finkelstein, Martin J.; Seal, Robert; Schuster, Jack H.
This report uses data from the 1993 National Study of Postsecondary Faculty (NSOPF-93) to compare full-time faculty who, in the fall of 1992, were in the first 7 years of their academic career with full-time faculty with 8 or more years of full-time college experience. Among key findings are the following: the new cohort disproportionately represented fields outside the liberal arts; females constituted 41 percent of the new faculty and 28 percent of the senior cohort; racial/ethnic minorities constituted 17 percent of the new cohort and 12 percent of the senior cohort; new faculty did not assume their current positions until an average of 6 years after earning their highest degree, as compared to 2 to 3 years for senior faculty; and 33 percent of the new cohort were in nontenure-eligible positions, as compared to 16 percent of the senior faculty. Individual sections of the report present tables, graphs, and text that address the following: (1) identifying new entrants to full-time faculty; (2) size and distribution of new entrants by institutional type and program area; (3) demographic characteristics of new entrants; (4) educational background and work history of new entrants; and (5) appointment characteristics and satisfaction levels of new entrants. Appended are technical notes and standard error tables. (DB)
Descriptors: Beginning Teachers, College Faculty, Demography, Females, Full Time Faculty, Higher Education, Minority Group Teachers, Tables (Data), Teacher Characteristics, Teaching Experience, Tenure
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.