This book focuses on the status and work of full-time
non-tenure-track faculty (NTTF) whose ranks are increasing as
tenure track faculty (TTF) make up a smaller percentage of the
professoriate. NTTF experience highly uneven and conditional access
to collegiality, are often excluded from decision-making spaces,
and receive limited respect from their TTF colleagues because of
outdated notions that link perceived expertise almost exclusively
to scholarship. The result is often a sub-class of faculty
marginalized in their departments, which reduces the inclusion of
diverse voices in academic governance, professional relationships,
and student learning. Given these implications, the authors ask,
how can departments, institutions, and the profession do more to
engage NTTF as full and active colleagues? The limited access of
NTTF to the rights and responsibilities of collegiality harms
institutional success in several ways. Given the full-time nature
of their work and the heavy (but not exclusive) focus on
instruction, NTTF are likely to be on campus as much or more than
TTF, and thus be engaged with students, colleagues, and
administrators in ways that more closely resemble TTF than
part-time faculty. Their limited access to collegial spaces makes
it harder for them to do their jobs by restricting access to
information and input into decision-making. Moreover, since the
greatest growth among women faculty and faculty of color is in NTTF
roles, their exclusion from collegiality and decision-making
negates the very diversity the profession claims to seek. Finally,
colleges and universities face financial, curricular, and
organizational challenges which require broad input, although the
burden of governance is falling on fewer shoulders as the
percentage of TTF declines and NTTF are excluded from these
spaces.Ultimately, NTTF must be engaged as partners and colleagues
in supporting institutional health. This book -- the fruit of
extensive data collection at two institutions over a five-year
period -- describes lessons learned from and benefits experienced
by departments that have successfully supported and engaged NTTF as
colleagues. Drawing on their research data and analysis of
"healthy" departments that integrate NTTF, the authors identify the
practices, policies, and approaches that support NTTF inclusion,
shape a more positive workplace environment, improve morale,
satisfaction, and commitment, and fully leverage the expertise of
NTTF and the valuable human capital they represent. The authors
argue that this more inclusive collegiality improves governance,
supports institutional success, and serves diverse institutional
missions. Though primarily addressed to institutional leaders,
department chairs, tenure-line faculty, and leaders in the academic
profession, it is hoped that the findings will be useful to NTTF
who are engaged as advocates for and partners in the change process
required to address the evolving structure of the university
faculty.
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