caa a22 4500 477138691 CHVBK 20180405111726.0 cr unu---uuuuu 170330e19971001xx s 000 0 eng 10.1023/A:1024925712509 doi (NATIONALLICENCE)springer-10.1023/A:1024925712509 Faculty in Transition: A Longitudinal Analysis of the Role of Perceived Control and Type of Institution in Adjustment to Postsecondary Institutions [Elektronische Daten] [Raymond Perry, Verena Menec, C. Struthers, Frank Hechter, Dieter Schönwetter, Robert Menges] As postsecondary institutions undergo major changes in the coming years, they will be hardpressed to maintain the quality of their programs unless they can successfully attract and retain new faculty. Understanding something about the experiences of new faculty should enable postsecondary institutions to be more effective in the recruitment process. The present study examined the adjustment of newly hired faculty at the point of entry into their institutions and subsequently for a three-year period. It was expected that perceived personal control, teaching experience, gender, type of institution, and time would be particularly critical to the adjustment of new faculty. Three surveys were administered one year apart to newly hired, tenure-track faculty who responded to questions about their adjustment experiences. The results indicated that perceived control is a critical factor affecting new hires' emotional well-being, stress levels, job satisfaction, etc., either by itself or in combination with institution type and time. Overall, new hires who were identified as having greater control believed they had more control over their teaching and career in general, were more satisfied with their teaching and their career, had less teaching- and career-related job stress, and were less likely to consider quitting their job. The type of institution also affected new hires' adjustment, with the liberal arts colleges and a comprehensive I institution having the most negative impact compared with a community college and a research I institution. Finally, time had an unexpected negative effect on adjustment. These finding were discussed in relation to the career development of faculty. Human Sciences Press, Inc., 1997 Perry Raymond Department of Psychology, and, Centre for Higher Education, Research and Development, University of Manitoba, Canada aut Menec Verena UCLA, CAnada aut Struthers C. Department of Psychology, York University, Canada aut Hechter Frank Faculty of Dentistry, University of Manitoba, Canada aut Schönwetter Dieter Providence College, Canada aut Menges Robert Centre for the Teaching Professions, Northwestern University, Canada aut Research in Higher Education Kluwer Academic Publishers-Plenum Publishers 38/5(1997-10-01), 519-556 0361-0365 38:5<519 1997 38 11162 https://doi.org/10.1023/A:1024925712509 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1023/A:1024925712509 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Perry Raymond Department of Psychology, and, Centre for Higher Education, Research and Development, University of Manitoba, Canada aut NATIONALLICENCE 700 1- Menec Verena UCLA, CAnada aut NATIONALLICENCE 700 1- Struthers C. Department of Psychology, York University, Canada aut NATIONALLICENCE 700 1- Hechter Frank Faculty of Dentistry, University of Manitoba, Canada aut NATIONALLICENCE 700 1- Schönwetter Dieter Providence College, Canada aut NATIONALLICENCE 700 1- Menges Robert Centre for the Teaching Professions, Northwestern University, Canada aut NATIONALLICENCE 773 0- Research in Higher Education Kluwer Academic Publishers-Plenum Publishers 38/5(1997-10-01), 519-556 0361-0365 38:5<519 1997 38 11162 Metadata rights reserved Springer special CC-BY-NC licence nationallicence SWISSBIB 475161882 BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer