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Analyzing faculty workload

Author: Jon F Wergin
Publisher: San Francisco : Jossey-Bass, [1994]
Series: New directions for institutional research, no. 83.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
The question being asked with increasing regularity is, just what do faculty members do? Studies of faculty workload have been commissioned in state after state. Taken together, the studies indicate that college faculty members are working harder than ever but are probably teaching less and are almost certainly having less contact with students, particularly undergraduates. This volume of New Directions for  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Online version:
Analyzing faculty workload.
San Francisco : Jossey-Bass, [1994]
(OCoLC)622759604
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Jon F Wergin
ISBN: 0787999881 9780787999889
OCLC Number: 31597333
Description: 102 pages : illustrations ; 23 cm.
Contents: Pressures to measure faculty work / Margaret A. Miller --
What we have learned about faculty workload : the best evidence / Stephen M. Jordan --
Campus culture and faculty perceptions of time / Janet H. Lawrence --
Approaches to conducting faculty workload studies : a case study at Kent State University / Greer Glazer, Myron S. Henry --
Information for strategic decision making : the faculty data base / Dennis P. Jones --
Practical considerations and suggestions for measuring faculty workload / Lloyd Byrd, Jr. --
Beyond faculty workload : external forces affecting the future of the professional / James R. Mingle, Richard B. Heydinger.
Series Title: New directions for institutional research, no. 83.
Responsibility: Jon F. Wergin, editor.

Abstract:

The question being asked with increasing regularity is, just what do faculty members do? Studies of faculty workload have been commissioned in state after state. Taken together, the studies indicate that college faculty members are working harder than ever but are probably teaching less and are almost certainly having less contact with students, particularly undergraduates. This volume of New Directions for Institutional Research explores how the public discourse about faculty work might be improved and suggests how colleges and universities might document that work in a fashion that not only more faithfully describes what faculty do but also allows for reports that are more comprehensive and useful.

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