Policymakers and leaders have been calling for changes in the Academy for nontenure-track faculty. This study focuses on the role of governance in creating that policy change, and the practices facilitating their role in changing the institution through governance. Findings include: governance facilitating day-to-day changes, establishing nontenure-track credibility, and dismantling stereotypes; and policies that define faculty roles and enable participation.
AbbottA. (1988). The system of professions. Chicago, IL: University of Chicago Press.
2.
AllportG. (1954). The nature of the prejudice. Cambridge, MA: Addison Wesley.
3.
BaldwinR. G. (1998). Technology’s impact on faculty life. New Directions for Teaching and Learning, 76, 7-21.
4.
BaldwinR. G.ChronisterJ. L. (2001). Teaching without tenure. Baltimore, MD: Johns Hopkins University Press.
5.
BerquistW. (2007). The six cultures of the academy. San Francisco, CA: Jossey Bass.
6.
BirnbaumR. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco, CA: Jossey-Bass.
7.
BirnbaumR. (1991). The latent organizational functions of the academic senate: Why senates do not work but will not go away. In PetersonM.ChaffeeE.WhiteT. (Eds). Organization and academic governance in higher education (4th ed), Needham Heights, MA: Ginn Press.
8.
BlandC.CenterB. A.FinstadD. A.RisbeyK. R.StaplesJ. (2006). The impact of appointment type on the productivity and commitment of full-time faculty in research and doctoral institutions. The Journal of Higher Education, 77(1), 89-121.
9.
BogdanR.BicklenS. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). New York, NY: Pearson Educational Press.
10.
BoyatzisR. E. (1998), Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: SAGE.
11.
Chronicle of Higher Education. (2011, July6). Survey of CFO and academic leaders about the economic conditions in higher education. Washington, DC.
12.
ColbeckC. L.Wharton-MichaelP. (2006). Individual and organizational influences on faculty members’ engagement in public scholarship. New Directions for Teaching and Learning, 105, 17-26.
13.
CrossJ. G.GoldenbergE. N.(2003). How does university decision making shape the faculty?New Directions in Higher Education, 123, 49-59.
14.
CrossJ. G.GoldenbergE. N. (2009). Off-track profs: Non-tenured teachers in higher education. Cambridge, MA: MIT Press.
15.
ElmanS. E. (2003). A regional accreditation perspective on continent faculty appointments. New Directions in Higher Education, 123, 71-78.
16.
FriedsonW. (2001). Professionalism: The third logic. Chicago, IL: University of Chicago Press.
GappaJ. M.LeslieD. W. (1993). The invisible faculty: Improving the status of part-timers in higher education. San Francisco, CA: Jossey-Bass.
19.
HamiltonN. W.GaffJ. (2009). Proactively justifying the academic profession’s social contract. University of St. Thomas Legal Studies Research Paper No. 09-17. Washington, DC: Association of American Colleges and Universities, 2009.
20.
HayesB.McAllisterI.DowdsL. (2007). Integrated education, intergroup relations, and political identities in Northern Ireland. Social Problems, 54, 454-482.
21.
HollensheadC.WaltmanJ.AugustL.MillerJ.SmithG.BellA. (2007). Making the best of both worlds: Findings from a national institution-level survey on non-tenure-track faculty. Ann Arbor, MI: Center for the Education of Women.
22.
JacobyD. (2006), The effects of part-time faculty employment upon community college graduation rates. Journal of Higher Education, 77, 1081-1103.
23.
JaegerA.EaganK. (2011). Examining retention and contingent faculty use in a state system of public higher education. Educational Policy, 25(3), (online version).
24.
KezarA. (2001). Understanding and facilitating organizational change in the 21st Century: Recent research and conceptualizations. Washington, DC: ASHE-ERIC Higher Education Reports.
25.
KezarA. (Fall, 2004). What is more important to governance: Relationships, trust, and leadership or structures and formal processes? In TierneyW. (Ed.), New directions for higher education (pp. 35-46). Number 127/Fall. San Francisco, CA: Jossey-Bass.
26.
KezarA. (2005). Consequences of radical change in governance. The Journal of Higher Education, 76, 634-668.
27.
KezarA.EckelP. (2004). Meeting today’s governance challenges: A synthesis of the literature and examination of a future research agenda. The Journal of Higher Education, 75, 371-400.
28.
KezarA.SamC. (2010). Understanding the new majority: Contingent faculty in higher education. ASHE Higher Education Report Series, Volume I. San Francisco: Jossey Bass.
29.
KezarA.LesterJ.AndersonG. (2006). Challenging stereotypes that interfere with effective governance. Thought and Action, 42, 121-134.
LucasC. (1994). American higher education. New York, NY: St. Martins Press.
32.
MischlerE. (1991). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
33.
O’MearaK.TeroskyA.NeumannA. (2008). In WardK.Wolf-WendelL. (Eds.), Faculty careers and work lives: A professional growth perspective. San Francisco, CA: ASHE Higher Education Report.
34.
RhoadesG. (1996). Reorganizing the faculty workforce for flexibility: Part-time professional labor. The Journal of Higher Education, 67, 626-658.
35.
RhoadesG.MaitlandC. (2008). Bargaining for full-time non-tenure-track faculty: Best practices. The NEA 2008 Almanac of Higher Education (pp. 67-73). Washington DC: National Education Association.
36.
SchellE.StockP. (2001). Moving a mountain: Transforming the role of contingent faculty I composition studies and higher education. Urbana, IL: National Council of Teachers in English.
37.
SchusterJ. H.FinkelsteinM. J. (2006). American faculty: The restructuring of academic work and careers. Baltimore, MD: Johns Hopkins University Press.
38.
SchensulS.SchensulJ. J.LeCompteM. D. (1999). Ethnographer’s toolkit. Walnut Creek, CA: Alta Mira Press.
39.
SullivanW. (2004). Work and integrity. San Francisco, CA: Jossey Bass
40.
ThompsonK. (2003). Contingent faculty and student learning: Welcome to the strativersity. New Directions for Higher Education, 123, 41-47.
UmbachP. D. (2007). How effective are they? Exploring the impact of contingent faculty on undergraduate education. The Review of Higher Education, 30(2), 91-123.
43.
WilliamsR. (1947). Reduction of inter-group tension. New York, NY: Social Science Research Council.
