Mid-career faculty are the keystone of the academic enterprise. They fill essential instructional, program development, administrative, and citizenship roles at their institutions. They form a bridge between faculty generations by mentoring new colleagues and assuming leadership duties as their senior colleagues move toward retirement. Mid-career…

Discusses issues of faculty tenure in the context of the values of the academic enterprise. Recommends that efforts to improve the tenure process be based on the unequivocal support of tenure as indispensable to higher education and that faculty and administrators work together to base proposals for change on the preservation of core intellectual…

Analyzes the relationship between faculty institutional service and institutional vitality using data from 1997 and 1998 surveys of college faculty. Argues that renewal of the service contract between faculty and the institution is critically needed for the well-being of the faculty community, for institutional health, and to enhance higher…

Suggests that rather than being led by the rhetoric of "Walden Two" experiments with incentives and rewards, faculty development can best be informed and guided by the motives that brought faculty to the profession: autonomy, community, recognition, efficacy. (EV)

Some pragmatic suggestions to faculty members for helping to preserve the liberal arts college in the 1980s and beyond are offered. Issues considered are economizing, fund raising, academic standards, career counseling, values instruction, professional standards, and teamwork. (LBH)

Commonly-held ideas about the way a "professional" administrator should behave are destructive of good liberal arts teaching. Deans must understand that faculty commitment to teaching well is tied to the degree of responsibility and voice given in making decisions about curriculum and mission. (Author/MSE)

Three educators discuss shared leadership among faculty, administration, and trustees in higher education, addressing five issues: in what venues, other than faculty senates, collaboration takes place; why the outside world is hostile to the academic governing process; why faculty feel threatened and powerless; how faculty can mitigate hostility…

Faculty development programs are designed to improve faculty performance in all aspects of their professional lives. Six areas of concern are presented: flexibility of approach; individual v corporate activity; new understanding of scholarship; personnel management; understanding student development; and administrative leadership and support. (JMF)

Relationships between college faculty and administrators are at a crossroads; administrators want more efficient institutional functioning, and faculty want more resources and protection from external interference. However, quality and efficiency are not antithetical, and faculty and administrators can develop both, cooperatively, by focusing on…