Critical Issues in Higher Education by Michael Kompf (auth.), Michael Kompf, Pamela M. Denicolo

By Michael Kompf (auth.), Michael Kompf, Pamela M. Denicolo (eds.)

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Another instance where the value of teaching becomes apparent is in the case of the full time non tenure track or limited term faculty. These individuals often teach twice the course load of tenured faculty Tenured faculty as supposed to do 40% of their work as research so they teach less. This privileges research over teaching because the majority of teaching goes to those who do not have tenure. It also sends a message to the non- tenured faculty which implies that if they attain tenure their reward will be less teaching.

The impact of feminism on the perceived opportunities for women during the 1970s and 1980s has played a role in the increased demand by women for postsecondary education (Evers, Livernois & Mancuso, 2006, p. 10): programs attracting females into higher education have worked very well in most fields over the last two decades. Evers et al. (2006) assert that the socialization of boys and girls and the changes brought about by feminism may be important factors in explaining the gender imbalance. But the lesson of mainstream feminism is one of equality and opportunity: simply inverting historic imbalances is hardly preferable (p.

215–237. , Boulter, C. and Fuller, M. (2000). Sharing reflections on the experience of doctoral assessment: the voices of supervisors and examiners. Paper presented to the British Educational Research Association National Event, Reading, 2nd June, 2000. , Fuller, M. , with Raven, C. (2010). A Review of Graduate Schools in the UK. Lichfield: UKCGE, pp. 32–33. 34 DEVELOPMENTS IN DOCTORAL ASSESSMENT IN THE UK Green, H. and Powell, S. (2005). Doctoral Study in Contemporary Higher Education. Maidenhead: Society for Research into Higher Education and Open University Press.

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