A New Generation of Faculty: Similar Core Values in a Different World
A New Generation of Faculty: Similar Core Values in a Different World
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新一代教师：不同世界的相似核心价值观
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发表时间：
2010
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通讯作者：
C. Trower
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作者：
C. Trower
高等教育学术职业合作（COACHE）成立于2007年，以应对招聘和周转成本的爆炸以及学院多元化的持续挑战。它是一个由北美150多所学院，大学和系统组成的联盟，致力于使学术工作场所对早期职业教师更具吸引力和公平性-这对他们机构的长期未来至关重要。COACHE为校长，教务长和院长提供同行诊断和具体的解决方案，以便为他们的教师提供高效，有效的投资。成员机构关注对教师成功至关重要的问题，以及学术决策者可以采取的措施，以改善教师的招聘，发展和保留。教练的核心要素是终身教职员工工作满意度调查，这是设计，测试，并在焦点小组和严格的试点研究验证。COACHE工具的每个部分都被构建为生成报告，不仅是“有趣”的数据，而且是可操作的诊断。COACHE模式旨在使参与机构在不到一年的时间内从数据收集到政策行动。由于教练，我们知道什么超过15,000终身教职员工的想法;亮点在本文中介绍。什么是重要的仍然重要，但时代已经改变什么是重要的pre-term教师-明确和合理的任期要求，支持有效的教学，奖学金，和专业发展，工作与生活的平衡或整合，以及社区和合议的感觉-不是新的，也不是特定的X世代（生于1964-1980年）;相反，这些主题几十年来一直是学术事业的核心。然而，自1940年美国大学教授协会将终身教职和学术自由编入法典（AAUP 2006）以来，那些在终身教职轨道上工作的人发生了很大变化（Trower 2008）。今天有什么不同？只是几个主要因素：知识生产与传播（有新的方法、技术和出版场所）;资源（机构、州和全系统的预算削减）;对赠款资金和不同资金来源的竞争加剧;出版准备时间延长（在许多学科的顶级期刊和大学出版社）;增加透明度和问责制的压力;对所有教师的期望也在不断提高，包括教学、研究、服务，在一些机构，还包括推广。在个人方面，越来越多的教师工作和学生的可访问性的24/7的期望。此外，教师与合作伙伴的新规范是双职业家庭;很少有教师的配偶或合作伙伴留在家里抚养孩子。学生的人口统计和学习需求发生了巨大变化。事实上，除了终身教职制度，今天的一切都不同了（Trower 2009）。虽然终身教职教师可能想要与他们的前辈相同的东西，但年轻的婴儿潮一代（出生于1956-1963年）和X世代教师生活和工作的世界与年长的婴儿潮一代（出生于1946-1955年）和传统主义者（出生于1946年之前）截然不同。正因为如此，X世代的人，特别是，一直在大声疾呼，希望增加灵活性，更好地整合他们的工作和家庭生活，更透明的任期和晋升过程，一个更受欢迎，多样化和支持的工作场所/部门，以及更频繁和有用的反馈进展。那些研究几代人并对他们进行比较的人想知道X一代人是否会对他们工作的公司忠诚，因为数据显示，这个年龄段的大多数人已经比老一代人搬得更多，并且发现这样做不那么麻烦。对X一代人的一个普遍看法是，他们对工作和雇主缺乏承诺，总是在寻求“退而求其次”的东西。…
The Collaborative on Academic Careers in Higher Education (COACHE) was established in 2007 in response to the explosion of hiring and turnover costs and to persistent challenges in diversifying the academy. It is a consortium of over 150 colleges, universities, and systems across North America committed to making the academic workplace more attractive and equitable for early-career faculty - the cohort most critical to the long-term future of their institutions. COACHE gives presidents, provosts, and deans both peer diagnostics and concrete solutions for informing efficient, effective investment in their faculty. The member institutions focus on issues critical to faculty success and on steps academic policymakers can take to improve faculty recruitment, development, and retention. The core element of COACHE is the Tenure-Track Faculty Job Satisfaction Survey, which was designed, tested, and validated in focus groups and a rigorous pilot study. Each section of the COACHE instrument is built to generate a report not simply of "interesting" data, but of actionable diagnoses. The COACHE model is designed to take participating institutions from data collection to policy action in less than one year. Because of COACHE, we know what more than 15,000 tenure-track faculty think; highlights are presented in this paper. WHAT ALWAYS MATTERED STILL MATTERS, BUT TIMES HAVE CHANGED What's important to pretenure faculty - clear and reasonable tenure requirements, support for effective teaching, scholarship, and professional development, work-life balance or integration, and a sense of community and collegiality - is not new and is not specific to Gen Xers (born 1964-1980); rather, these themes have been at the heart of the academic enterprise for decades. However, a lot has changed for those working on tenure-track lines (Trower 2008) since 1940 when the American Association of University Professors codified tenure and academic freedom (AAUP 2006). What's different today? Just a few major factors: knowledge production and dissemination (there are new methods, technologies, and venues for publication); resources (institutional, state, and system-wide budget cuts); increased competition for grant funding and different funding sources; longer lead times for getting published (in top-tier journals in many disciplines and by university presses); increased pressures for transparency and accountability; and a ratcheting up of expectations for all faculty, including teaching, research, service, and, at some institutions, outreach. On the personal side, there is increasingly a 24/7 expectation for faculty work and accessibility to students. Furthermore, the new norm for faculty with partners is the dual-career household; few faculty members have a spouse or partner who stays at home to raise children. The demographics and learning needs of students have changed dramatically. In fact, just about everything is different today except the tenure system (Trower 2009). While tenure-track faculty may want the same things as their predecessors, younger Boomers (born 1956-1963) and Gen X faculty live and work in a very different world than older Boomers (born 1946-1955) and Traditionalists (born before 1946). Because of this, Gen Xers, in particular, have been vocal about wanting increased flexibility, greater integration of their work and home lives, more transparency of tenure and promotion processes, a more welcoming, diverse, and supportive workplace/department, and more frequent and helpful feedback about progress. TENURE IS STILL THE GOAL, AND SO IS STAYING PUT Those who study generations and make comparisons between them have wondered whether Gen Xers will have loyalty to the companies for which they work, since data show that most in this age group have already moved around more than older generations, and find it less troubling to do so. A common perception of Gen Xers is that they lack commitment to their jobs and employers, and are constantly seeking "the next best thing. …