New Full-Time Faculty 1976-77: Hiring Patterns by Field and Educational Attainment. Higher Education Panel Reports Number 38.

Autor/inn/en	Atelsek, Frank J.; Gomberg, Irene L.
Institution	American Council on Education, Washington, DC. Higher Education Panel.
Titel	New Full-Time Faculty 1976-77: Hiring Patterns by Field and Educational Attainment. Higher Education Panel Reports Number 38.
Quelle	(1978), (36 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; College Faculty; Community Colleges; Degrees (Academic); Doctoral Degrees; Educational Attainment; Employment Patterns; Employment Practices; Employment Qualifications; Higher Education; Labor Market; Personnel Policy; Personnel Selection; Teacher Qualifications; Teacher Selection; Two Year Colleges + Suchen Sie Ihr Suchwort? Fakultät; Community college; Community College; Doctoral degree; Doktorgrad; Bildungsabschluss; Bildungsgut; Beschäftigungsstruktur; Berufspraxis; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Labour market; Arbeitsmarkt; Personalpolitik; Personalauswahl; Personalentscheidung; Lehrqualifikation
Abstract	A survey was undertaken to explore how changes in the faculty job market, and the uncertainties they produce, are reflected in one limited aspect of institutional behavior: the hiring of new faculty members. The survey focused on the attitudes and expectations of administrators at two- and four-year colleges with respect to the educational attainment of new faculty. Information was sought on: the distribution of new employees among ten selected broad fields; the proportion in each field that had the doctorate degreee; expected changes in those proportions over the next five years; and preference for doctorate-holders in science and nonscience fields. (Authors/MSE)
Anmerkungen	Higher Education Panel, American Council on Education, One Dupont Circle, Washington, D.C. 20036
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01