Preparing Future Faculty Programs and Boyer's Four Domains of Scholarship
Type of Degreedissertation
Education Foundation, Leadership, and Technology
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Austin and McDainels (2006) revealed that American universities and colleges should increase the interest in preparing future faculty using the four domains of scholarship among doctoral students so that students can learn broad scholarly activities and be ready for the array of expectations they may face in future careers. However, doctoral education may not provide students a comprehensive understanding of what the faculty career entails or an adequate understanding of the range of higher education types in which they might work. Therefore, preparation through Preparing Future Faculty (PFF) programs will help students create realistic expectations and assist students in finding future institutional positions with reduced conflict and confusion (Golde, 2004; Goldsmith, Haviland, Dailey, & Wiley, 2004). Among the previous studies regarding PFF programs and preparing doctoral students for academic career paths, few used a clear definition of faculty roles to analyze and design academic career preparation programs. There was also a lack of literature examining PFF preparations by comparing current and aspiring faculty members’ perceptions in the importance of faculty roles in order to identify realistic worklife guidelines for future faculty. As a result, this study sought to determine how the PFF graduates perceived their preparation for faculty roles and responsibilities in terms of Boyer’s (1990) four domains of scholarship, as well as the importance of those faculty tasks in their current or future faculty positions. It explored whether there were different perceptions in the importance of faculty roles between current and aspiring faculty members. Finally, selected factors, such as work status, type of institution, discipline, and ethnicity were considered in this study to identify any differences in the graduates’ perceptions of preparation and importance of faculty roles in the PFF program. 71 program graduates who participated from 2004 to 2012 completed the survey and 62 of them who were current and aspiring faculty members were used and the responses were analyzed by using qualitative and quantitative methods. According to the findings of this study, this PFF program benefited doctoral students in terms of understanding of faculty roles, realizing culture of the professoriate and diverse institutions, enhancing abilities to compete in the job market, and assisting in job application package preparation and job search and interview process. There were no significant differences in perceptions of the PFF preparation for faculty roles between student and faculty groups, and the importance of faculty roles was affected by institution type, nationality and ethnicity. A developmental model of PFF programs with main contents and valuable activities was developed based on the findings in this research study and Boyer’s four domains of scholarship.