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An Examination of Faculty Work: Conceptual and Theoretical Frameworks in the Literature

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 25))

Abstract

There have been numerous books, monographs, articles, and opinion pieces examining the various roles and responsibilities regarding faculty work (i.e., teaching and advising, research and scholarship, and internal and external service activities). These roles and responsibilities consist of an incredible range of valued and tiered activities that add to the complexity, as well as to the debate, to adequately define and measure faculty workload and productivity, including the influence of culture and technology. The purpose of this chapter was three-fold: to examine the various scholarly approaches within the burgeoning research conducted on faculty workload and productivity, to explore the various conceptual and theoretical frameworks within the empirical research, and to present those motivational or affective responses to the quality of faculty worklife, such as job satisfaction, institutional morale, and the intent to stay in or leave an academic position.

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Authors and Affiliations

  1. Department of Educational Leadership, University of Nevada, Las Vegas, NV, 89154, USA

    Vicki J. Rosser

  2. Department of Educational Administration, University of Hawai‘i at Mānoa, Mānoa, Hawai‘i, USA

    Lynn N. Tabata

Authors
  1. Vicki J. Rosser
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  2. Lynn N. Tabata
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Correspondence to Vicki J. Rosser .

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Editors and Affiliations

  1. Center for the Study of Higher Education, University of Memphis, Browning Hall 308, Memphis, 38152-3340, USA

    John C. Smart

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Rosser, V.J., Tabata, L.N. (2010). An Examination of Faculty Work: Conceptual and Theoretical Frameworks in the Literature. In: Smart, J. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8598-6_12

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