Describes the process of redesigning faculty roles and reward structures at Towson State University (Maryland) and in the University of Maryland System from 1988-95, noting the pressures and outcomes it created. Topics addressed include workload; alignment of roles, policy, mission, and values system; clarification of roles and workload; faculty…

Describes the process of change at Syracuse University (New York) focusing on the role of core values, institutional mission, and a vision for the future in the change process at a time of declining enrollment and economic difficulties. Results of the process are noted, and suggestions are made for adapting the approach for public colleges and…

Describes the four-year process by which the University of Wisconsin-Whitewater redefined its faculty evaluation, promotion, and tenure system to link faculty rewards to student learning outcomes and to promote faculty priorities more consistent with the institution's mission. At the outset, two-thirds of the faculty were tenured. Topics discussed…

Argues that any college or university policy change that enlarges rather than restricts faculty roles must address five aspects of scholarship that interact with each other: scholarly activities; expressions of scholarship; motivations for scholarship; and quality and significance of scholarship. Offers a comprehensive model of scholarship and…

Discusses three interrelated policy initiatives at Georgia State University concerning faculty workload, the system for post-tenure evaluation, and salary equity. Each policy has ramifications for the others, and experience has shown benefit in an integrated, collegial approach to these issues. Also examines problems and benefits in developing and…