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During the NEA’s early years, the higher education community formed the core of the organization’s leadership, and higher education issues in turn represented a key area of NEA policymaking. The late 19th and early 20th century Association was fundamentally a professional group with a large teacher membership but little teacher representation in its leadership. In fact, it was only after the first 100 years of the NEA’s existence that the organization made an effective transition toward becoming a labor union, led by teachers and faculty members and focusing its primary energies on collective bargaining – first in the K-12 arena and soon after in higher education. Most recently, the NEA has sought to synthesize the two roles – that of professional association and union.

The faculty, as higher education's most valuable asset, is being dramatically altered. Changes in appointment status drive this alteration, resulting in the essential work of faculty being transformed. Given this change in faculty composition, this study seeks to examine how faculty appointments relate to the production of faculty work in teaching, research, and service. Faculty appointments affect faculty work and it implies that the function of higher education also is altered. The purpose of this paper is to examine the impact of the rise of contingent faculty on the professoriate and higher education.

The National Study of Postsecondary Faculty of 2004 provided data for analyses. There were faculty and instructional staff participants (26,110) from a sample of 980 institutions in the USA and the District of Columbia. The National Center for Education Statistics provides access to its Data Analysis System (DAS) for public use. Basic calculations can result in straight counts, percentages, means, correlation coefficients, and tables. Complex analytic capabilities include covariance using both weighted least squares regression and logistic regression. The DAS was used to examine how changes in faculty composition were related to teaching, research, and service.

Overall, the results indicate that tenured and tenure‐track faculty out‐perform contingent faculty on all major items of teaching, research, and service. With few exceptions, contingent faculty can be viewed as less productive faculty members within the historical function of higher education to promote inquiry and advance the sum of human knowledge, provide general instruction to the students, and develop experts for various branches of the public. If faculty are the heart and health of colleges and universities, the future of higher education may be bleak if the reliance on contingent faculty continues to soar.

The gap between performance levels of tenure/tenure‐track and contingent faculty in teaching, research, and service indicates the quality of higher education is rapidly eroding. This study indicated that the contributions to promoting inquiry and advancing the sum of human knowledge are diminished with increasing use of contingent faculty. It suggests that not only is the work of faculty threatened by a contingent faculty approach but the well‐being of higher education is threatened also.

Overall, tenured and tenure‐track faculty out‐performed other types of faculty appointments according to essential values of faculty – teaching research, and service. Faculty appointments play a significant role in the overall performance of higher education. The function of higher education cannot help but be affected. Society relies on higher education for not only career training but an educated citizenry. If left to contract and part‐time help, it raises concern for the overall well being of society.

Although there is literature discussing concerns about the influx of contingent faculty, there is little, if any, empirical evidence of its impact on the professoriate and its relationship to the overall health and well being of higher education. This study suggests that the traditional framework of faculty work – teaching, research, and service – is being dramatically altered.

The purpose of this paper is to explore how online adjunct higher education faculty members perceive the role of using social media sites as instructional approaches. A purposeful sampling was used, and adjunct online higher education faculty members were invited to participate. An adjunct faculty member was defined as a person who taught part-time higher education courses; therefore, the faculty member was not hired as a full-time faculty member.

Qualitative researchers explore phenomena examining the lived experiences and participants behaviors; in this study, online adjunct instructors’ perceptions on classroom instructional social media online approaches were examined. Participants in this study were trained to teach higher education online courses and these teachers were the experts on the topic. The design for this study was an exploratory case study in which the participants were online adjunct instructors who taught at online higher education institutions in the Northeast. The case study approach was the most appropriate. The focus was the external events participants’ lives.

Three themes emerged from the analysis of the in-depth interview process. Based on the adjunct online higher education instructors’ perception on the use of social media teaching approaches in the classroom, the themes that emerged were uniformity of purpose vs personal beliefs need for justification importance student engagement and facilitation vs direct instruction. Themes reflected online teaching approaches higher education institutional missions and student learning and engagement outcomes.

In this study, adjuncts’ perceptions expressed and themes found may not be characteristic of other adjunct instructors’ views. In qualitative studies, participants are asked open-ended interview questions, which may have been a limitation for this study. Quantitative questions, such as the impact of using social media as an instructional approach, were not asked. In this study, adjunct online higher education instructors were invited to share their views on the study topic. Additionally, qualitative researchers are limited by the data collection method and the data analysis process. Therefore, researchers who would like to repeat this study on adjunct online higher education teachers’ perspectives may be unable to duplicate the research.

The significance of this study is the need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty members. Online higher education faculty members’ reflections on using social media tend to be recorded from a personal rather than a professional point of view.

The implication for online higher education leaders is to review mission statements and reevaluate how the use of social media may impact student learning outcomes, student career readiness and student engagement opportunities.

The need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty evolved as the significance of the study. Because inclusion requirements and workshop training for the use of social media in online higher education classrooms vary among higher education institutions, online adjunct faculty social media classroom practices and perceptions widely vary.

The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population.

Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly.

Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers.

This is one of the first studies to use the FIT-Choice scale with university education faculty.

The purpose of this paper is to analyze author and methodological characteristics in top-tier publications in higher education. As the importance of research in the professoriate continues to grow and faculty face ratcheted-up expectations for prestige in their research, such data are important contextually and historically.

This descriptive study examines 587 articles within four top-tier higher education research journals from 2008 to 2012. Data were open coded and analyzed with a research team, resulting in an intercoder reliability of 0.96.

Results show most authors are assistant professors, overwhelmingly received PhD’s from very high research institutions (Carnegie classification), and currently work in similar institutions. Five degree-granting institutions accounted for 29.0 percent of publications in top-tier journals. Additionally, quantitative research accounted for 60.6 percent of published articles, with regression as the most commonly used analytic technique (34.7 percent).

This study examined only higher education faculty and institutions based in the USA as well as first authors.

These results are meant to provide baseline data for top-tier journals within higher education and might inform conversations about methodological acceptability, respectability of qualitative research, graduate education research requirements, journal editor trainings, and tenure and promotion criteria.

This paper provides an update to previous studies that examined publications in higher education within the last three decades. In addition, this study examines author characteristics, which previous studies have mostly excluded. This study offers empirical data to inform conversations about the state of research in top-tier publications within higher education.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The purpose of this paper is to explore the available literature on engagement of faculty members teaching in higher education institutions and present forth a strong foundation for researchers of the same area to gain insight into the available literature and prospects of faculty engagement.

Exploratory study has been conducted using different keywords to draw a list of relevant research papers on Google Scholar and several online databases like Emerald Management, EBSCO Host, Elseiver, etc.

Various definitions of the major constructs have been captured from which dimensions have been explored. Identification of dimensions and factors has been done by performing extensive literature review. Studies so conducted on the major construct have been tabulated to present a comprehensive picture. Universities across the world have been studied to find out differences with respect to India in terms of their higher education system and practices related to faculty.

The paper is original and holds significance as not much literature is available on faculty engagement in published domain and higher education has become an area of keen interest in present times. This paper will give a strong foundation of literature to future researchers who want to pursue their studies in this area.

The purpose of this paper is to investigate motivation to teach for higher education faculty within schools of education.

This study utilized survey research methods to collect data from higher education faculty at nine universities identified from the Carnegie Foundation for the Advancement of teaching website.

The predictor variables of gender, years of teaching in higher education, percent of overall workload devoted to teaching and two dummy variables for type of institution (i.e. doctoral granting and research II institution) when considered together did not statistically significantly predict whether or not a faculty person achieved tenure with outstanding teaching. In total, 14 of the factors influencing teaching (FIT)-choice scale components statistically significantly predicted whether or not a faculty person achieved tenure with outstanding teaching, only social dissuasion statistically significantly added to the model.

This is the first study to use the FIT-choice scale with university education faculty, and the findings suggest that higher education faculty may be motivated to produce high-quality instruction based on different factors than K-12 teachers.

Analyzing national statistical 2007 data from the U.S. Department of Education, this chapter examines the current status and trends concerning Asian American Pacific Islander (AAPI) women in higher education by looking at their presence at key levels of the higher education pipeline. It considers their representation as doctoral degree holders, assistant professors, tenured professors, and college/university presidents. The findings demonstrate that AAPI women are underrepresented as faculty in contrast to the large and growing numbers of AAPI women students who make up the talent pool to the professoriate. Moreover, despite the in-roads AAPI women have made as faculty members, race and gender disparities still persist and grow as the rank increases. AAPI female faculty representation stalls very early on in the pipeline, namely, in being hired and at tenure, and continues to shrink as the pipeline advances. AAPI male and white female faculty may also face barriers to the top, but Asian American women faculty may experience them sooner. Consequently, the numbers of AAPI women full professors are small and as campus presidents they are miniscule. However, for white men, their representation increases as the pipeline advances.

The purpose of this paper is to analyze job-related stress, motivation and satisfaction in higher education institutions, and assesses their implications on health in various industries including higher education. In total, 52 higher education faculty and administrators from institutions in more than 16 countries participated in the study that utilized the organizational surveys, Organizational Effectiveness Inventory® from human synergistics. Subgroup analysis was done to compare faculty and administrators; males to females, private, public, for-profit and not-for-profit institutions.

To assess health implications, 160 respondents employed in seven industries were surveyed using a custom medical/stress questionnaire to collect self-reported data on levels of job-related stress, motivation and satisfaction as well as the presence of several medical conditions, including myocardial infarction, stroke, angina pectoris/coronary heart disease, hypertension, gastro-esophageal reflux disease and diabetes mellitus. The results from each of the two surveys were statistically analyzed separately.

Results show undesirable levels of job-related stress, motivation and satisfaction in some segments of higher education employees; as well as associations between poorer health and high stress levels. The study established a potential justification consequently, the authors recommend organizational offerings of: stress relief programs; health fairs and health club memberships; stress management workshops; use of mobile apps for stress relief; job description reviews to eliminate work-related demands; changes to managerial styles that align with the culture of employees; re-evaluation of organizational structure; and enhanced communication amongst workplace management and employees.

Limitations of this study include small sample sizes and the presence of confounding factors that were not considered. In addition, this study did not look into whether occupational position or occupational difficulty compromised the nature of work causing employees to experience lower levels of satisfaction, since the extent to which employees feel satisfied with their work may influence their physical well-being.

There are a number of factors that can affect employees with regards to medical illnesses in a job-related setting. There are three factors in particular that have been shown to negatively affect the health of employees: job-related stress; motivation; and satisfaction. These effects have not been studied in depth in faculty and administrators of higher education institutions, hence this study seeks to achieve that.