CUNY Librarians and Faculty Status: Past, Present, and Future
Librarians in the City University of New York system have held faculty ranks since 1965, but their faculty status dates back two decades further. How did they achieve faculty status and faculty ranks? What role did their professional association (LACCNY, later known as LACUNY) play? Is their status secure?
Faculty status of librarians at U.S. research universities
Abstract This survey of 124 library directors reveals that 52% of U.S. research universities grant nominal faculty status to librarians. The proportion granting faculty status has declined since 2008. Further survey results are provided for 12 distinct components of faculty status: nominal faculty status, tenure, professor ranks, peer review, scholarship, faculty senate, other committees, sabbaticals, flexible work, 9-month year, research funds, and equivalent salaries. Certain components of faculty status are substantially more or less common than faculty status itself, and nominal faculty status does not correspond to a clear-cut set of working conditions, rights, or responsibilities. A 5-tier hierarchy of faculty status indicators can be identified, and factor analysis can be used to create a single faculty status index that fully represents 9 of the 12 components of faculty status. The individual components that correspond most closely to the faculty status index are peer review and sabbaticals—not nominal faculty status.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.