Academic professionalization and specialization recognize the faculty member's mastery of method and a discrete sphere of knowledge while insisting that ultimate questions be bracketed from the academy. Early in the twentieth century, Max Weber (1946) argued for the separation of knowledge and morality, insisting that values are not scientific and…

The great majority of institutions, public and private, are looking toward 2009-10 and beyond, in anticipation of the deepest budget cuts in more than a generation--and certainly deeper than at any time in the memory of most current campus leaders. In the current recession, even financially well-positioned independents with substantial numbers of…

The disciplinary major has long served as the backbone of higher education. Every student has at least one major, and each major prescribes a program of study that is supported by a series of courses both within the field and from the general education curriculum. Yet relying solely on the formal academic curriculum to achieve the outcomes of a…

When the Association of American Colleges and Universities (AAC&U) launched the Liberal Education and America's Promise (LEAP) initiative in 2005, they certainly knew that it would not be easy to achieve the sort of transformation needed to ensure that higher education serves all students--and society--more effectively. The LEAP initiative builds…

An attack on the concept of educational accountability, arguing that teaching is not amenable to cost accounting and that the management concept of accountability, illogically applied to education, which is unproductive in a tangible sense, is a tyrany potentially damanging to society. (JT)

A narrative describing an interview with a woman faculty member concerning sex discrimination in academe. (PG)

Results of a study comparing women professors to men. (HS)

Focuses on 3 considerations when reductions in faculty positions are necessary due to financial exigency: (1) the faculty role in reaching decisions on reduction; (2) implications for academic tenure; and (3) requisite due process. (HS)

Faculty development programs should help professionals to encourage in students not only a mastery of a body of knowledge but also a familiarity with various modes of knowing. (Author/KE)

A description of the process and circumstances which brought one faculty to a decision in favor of collective bargaining. (Editor)

A view of experimentation with a tenure policy that responds to current and predicted realities, and a description of this feasible plan. (Editor/PG)

Utilizing a faculty-flow model, the impact of tenure quotas is analyzed, the implications for faculty staffing patterns and institutional innovation are suggested, and a tenure prospect ratio is introduced as an alternative. (Author/PG)

Faculty note that: (1) The term accountability lacks common accepted usage. (2) Demands for accountability often mean loss of autonomy. (3) Accountability systems have not been developed to gain acceptance. (4) Accountability requires one to consider education as a quantitative commodity and not an intellectual experience. (Author/PG)

It is suggested that the total faculty organize itself for systematic evaluation of the teacher by his peers. (Editor)