Ontology type: schema:Chapter
2015
AUTHORS ABSTRACTThe growth in online and distance education has focused increased attention on unbundling faculty roles in delivering instruction, yet unbundling related to faculty work has been occurring in higher education for over three centuries. In this paper, we examine unbundling of the faculty role in higher education to provide scholars, university leaders, faculty, disciplinary leaders, and policy makers with historical context, theoretical frameworks, and gaps in the empirical literature to inform research and decision-making pertaining to the differentiation of university and faculty tasks. We describe unbundling historically in order to highlight how the faculty role has shifted over time, demonstrating this is not a new phenomenon. We also review theoretical frameworks and their mechanisms to inform our understanding of the history and future of unbundling and suggest the importance of multiple theories to best understand this complex phenomenon. We then examine the limited empirical research findings on unbundling the faculty role, which have not been synthesized to date. We conclude by offering directions for future research regarding unbundling based on the history, theory, and empirical research reviewed, as well as recommendations for policy. More... »
PAGES93-150
Higher Education: Handbook of Theory and Research
ISBN
978-3-319-12834-4
978-3-319-12835-1
http://scigraph.springernature.com/pub.10.1007/978-3-319-12835-1_3
DOIhttp://dx.doi.org/10.1007/978-3-319-12835-1_3
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