Navigating Institutional Expectations of Faculty Work: Making Meaning of the Message

Faculty work is notoriously vague and is at best described as involving scholarship, teaching, and service. The mechanisms faculty employ to understand messages about work expectations are equally ill-defined. This study examined how faculty receive and interpret institutional work expectations to p...

Full description

Saved in:
Bibliographic Details
Published in:The journal of faculty development 2022-05, Vol.36 (2), p.54-61
Main Author: Loya, Karla I.
Format: Article
Language:English
Subjects:
Case studies
Coding
Collegiality
Data Analysis
Faculty
Faculty Handbooks
Faculty Promotion
Faculty Workload
Grounded Theory
Higher education
Institutional Characteristics
Interviews
Meaning-Making
Perceptions
Productivity
Research institutes
Responsibilities
Semi Structured Interviews
Teaching Load
Teaching Methods
Tenure
Universities
University faculty
Workloads
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Faculty work is notoriously vague and is at best described as involving scholarship, teaching, and service. The mechanisms faculty employ to understand messages about work expectations are equally ill-defined. This study examined how faculty receive and interpret institutional work expectations to perform their scholarly, instructional, and service roles. Using Manning's cultural theoretical framework, this qualitative study draws on interviews with 12 faculty at six institutions. Findings indicate that faculty were actively involved in a process of meaning-making of the messages they receive as they navigate their institutions. Recommendations to improve the transmission and reception of these messages are included.
ISSN:2153-1900
2153-1919