Introduction
The increasing use of non-tenure-track faculty began in the 1970s as a response to projected enrollment declines and continued in the following decades based upon budgetary constraints. Over the last thirty years non-tenure faculty has grown from 22 percent in 1970-71 to over 50% percent by 2001. Part-time faculty holds an estimated 43 percent of faculty appointments and non-tenure-track full-time faculty holds approximately 20 percent. There is a large body of research identifying the changing conditions in the academic world that have lead to the increased use of non-tenure-track faculty, especially the largest group, the part-timers. The major contributing factors for administrators to hire more part-time faculty are cost factors, flexibility and particular institutional needs especially for 2-year community colleges.
The increased use of part-time faculty is affecting the quality of education and the literature shows that there both benefits and costs resulting from this shift in faculty composition. What was seen as a temporary hedge to fluctuating budgets and enrollment numbers has now become a permanent part of the faculty structure in higher education. There is growing call for the development of comprehensive plans for better incorporation, management, and personnel policies for part-time faculty. The AAUP believes that excessive use, inadequate compensation and professional support for part-time faculty exploits this group of faculty members and undermines academic freedom, academic quality and professional standards.
This study is an attempt to increase state-specific knowledge about part-time faculty that will assist in the policy-analysis process. The purpose of this research is to identify and quantify the use of the non-tenure-track faculty in higher education institutions in Arkansas over the past twelve years. Good policies can only be developed based upon good knowledge of the differences among and between part-time faculty and full-time faculty. The results of this study will provide information and further understanding of the trends occurring in Arkansas with respect to part-time faculty. In addition, the research will hopefully provide an understanding of what has occurred in Arkansas’s higher education institutions in relationship to comparable national trends.
Reference List
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In the article Who is a Teacher, the author made a factual claim about two correlated theories; that students are permitted too much influence over their instructors, and that influence affects female professors to a greater degree than their male counterparts. The article was written from the perspective of the author’s experience as a female professor at the University of Georgia as well as the accounts of her colleagues. The article listed numerous examples of inappropriate behavior, which would not be tolerated in many other circumstances.
For over fifteen years at Weston University, Dr. Powers operated from a human resource view, providing the faculty with security and stable working conditions (Bolman & Deal, 2013, p. 16). As a result, the leader's authority is derived from making sure that the faculty's individual needs are the highest priority, rendering a servant leader as a pushover (Bolman & Deal, 2013, p. 56). The contrast of leadership styles is primary problem in this case. Dr. Power's longtime human resource frame to Dr. Ball's new structural frame following a set of rules governing performance that utilizes a hierarchy of offices (Bolman & Deal, 2013, p. 46).
Financial exigency in the higher education industry is an equivalent to bankruptcy in the corporate world. Term Financial Exigency first appeared in 1920s in the draft of the Declaration of Principles on Academic Freedom and Academic Tenure of the Association of American Colleges (Berube, 2013, p.7) as a condition when it is possible to terminate tenured faculty. At that time, there was no clear definition or concise circumstances when universities can declare a state of financial exigency. Since then, this phenomenon has been covered in more details. In this paper, I will define financial exigency, its declaration process, causes, and possible short and long-term consequences and demonstrate it on the example of the University of Louisiana
Muscular Dystrophies are genetic disorders that are distinguished by degenerative muscles and weakness in the muscles. Duchenne muscular dystrophy is a dominant sex-linked disorder that mostly affects males, and it affects one in 3,500 males (Furlong, 2015). Males inherit Duchenne Muscular Dystrophy when they get an X chromosome (they inherit the chromosome from their mother) with a mutated dystrophin gene. Since males only have one X-chromosome (males have XY, females have XX), they are more vulnerable. If a female inherits only
Duchenne muscular dystrophy (DMD) is one the most common forms of muscular dystrophy and is also the most severe form of muscular dystrophy (“Diagnostic Tools,” 2015) with an approximate incidence of 1 in 3,500-3,600 newborn males, depending on the source (Bushby et al., 2009a; Habermann & Ghosh, 2007; “Duchenne,” 2014) and accounts for roughly half of all people with muscular dystrophy (Mayo Clinic Staff, 2014). Muscular dystrophies are largely characterized by a progressive muscle weakness related to a protein defect. (Mayo Clinic Staff, 2014; “Duchenne,” 2014) In DMD, muscle weakness progresses relatively rapidly, e.g., compared to Becker’s muscular dystrophy, and is caused by an absence of dystrophin (<75), intellectual disability that
Bad teachers poison American secondary education. Incompetent teachers frustrate and damage children. The culprit is tenure: allowing teachers to keep their jobs indefinitely, after a trial period. Historically, tenure protected teachers from being fired on whim or without reason in a volatile job climate. While this measure was once productive, tenure policies are now outdated, causing more harm than good. Tenure prevents bad teachers from getting fired, harming students and preventing school systems from maintaining the best teaching force possible.
Light, A., Ureta, M. (1995). Early- Career Work Experience and Gender Wage Differentials. Journal of Labour Economics. 13 (1), pp. 121-154 Retrieved from http://ideas.repec.org/a/ucp/jlabec/v13y1995i1p121-54.html#biblio
Kloberdanz, Kristin. "Exclusive: Michelle Rhee Takes Aim at Teacher Tenure." TakePart. N.p., 20 Nov. 2012. Web. 28 Apr. 2014.
Duchenne Musclar Dystrophy is a hereditary disorder that is typically identified during childhood. This disorder primarily affects boys and nearly 1 in every 3,500 male children are affected (NHGRI, 2013). The disorder itself causes severe muscle weaknesses because of the body’s inability to produce the protein dystrophin (NHGRI, 2013). Dystrophin is a special protein that binds the membranes of the muscles (PPMD, 2014). This binding helps muscle cells grow and lengthen, and it maintains healthy structures for typical development. Without this protein the muscles in the human body will not grow, develop, or operate properly and progressive damage will occur (PPMD, 2014). Progressive muscle weakness leads to high amounts of bone damage, increased
Duchenne Muscular Dystrophy, also known as DMD, is the most common form of muscular dystrophy. Muscular dystrophy is a condition that is inherited, and it is when muscles slowly become more and more weak and wasted. Duchenne muscular dystrophy is a form of muscular dystrophy that is very rapid and is most commonly found in boys. In muscle, there is a protein named dystrophin. Dystrophin is encoded by the DMD gene. When boys have Duchenne muscular dystrophy, they do not produce enough dystrophin in their muscles. This causes weakness in their muscles. Parents can tell if their child has duchenne muscular dystrophy by looking for various symptoms.
Kathryn M. Moore, Women and Minorities. Leaders in Transition: A National Study of Higher Education Administrators. ERIC TITLE No. ED 225459.
One early clinical sign of the disease is the child showing a late start in walking and sometimes they are referred to as a late bloomer. Usually when the child walks they have a waddling motion and sometimes they walk up on their toes. Usually, hypertrophy, or enlarging of the muscles, especially in the calves is noticed. However, the hypertrophy is actually caused by adipose (fat) tissue, which replaces the muscle tissue. This may make the muscles larger, but it doesn’t make them any more useful (Cummings, 213). Another clinical sign of DMD is small amounts of mental retardation or learning disabilities. Although this is not apparent until the child is older, it is a common pattern that is found in children with DMD. There have been many studies done to determine what exactly causes the mental retardation. Researchers did a study in the early 1990’s and found that the protein dystrophin was not only found in the muscles but also in the brain’s cortex, cerebellum and hippocampus (Wahl). This has led researchers to believe that if the muscles were lacking the dystrophin to cause the muscle degeneration then the brain must also be lacking the dystrophin, which could lead to different learning disabilities that are sometimes found in an individual with DMD.
Presser, Harriet B. “Job, Family, and Gender: Determinants of Nonstandard Work Schedules Among Employed Americans in 1991.” Demography 32 (4): 577–598. JSTORhost. Web. May 19, 2013
Heneman, H. G., Judge, T. A., & Kammeyer-Mueller, J. D. (2012). Staffing organizations (7th ed.). New York, NY: McGraw-Hill.
Prior to studying this specific disease, I had very limited knowledge about this topic. Previously to researching the topic I knew the basics: what it is and the two most common types of muscular dystrophy. I gathered this knowledge as one of my family friends unfortunately has this disease.