Education Commons^™

Seniority, External Labor Markets, And Faculty Pay, Byron W. Brown, Stephen A. Woodbury

Upjohn Institute Working Papers

We estimate the returns to seniority (the wage-tenure profile) for university faculty, and the degree to which these returns respond to entry-level salaries (or opportunity wages) a relationship unexplored in work to date. Using data on faculty at a Big Ten university (ours), we estimate elasticities of senior-faculty salaries with respect to entry-level salaries, and find that these elasticities decline with seniority. The evidence both provides an explanation of faculty salary compression and suggests the importance of controlling for entry-level salaries in obtaining estimates of the returns to seniority.

1995 Commencement - 26th Annual Commencement Exercises, Nova Southeastern University

NSU Commencement Programs

No abstract provided.

1995 Commencement, Nova Southeastern University

NSU Commencement Programs

No abstract provided.

1995 Commencement - College Of Osteopathic Medicine, College Of Pharmacy, College Of Optometry And College Of Allied Health, Nova Southeastern University

NSU Commencement Programs

No abstract provided.

1995 Commencement - 19th Annual Law Center Commencement, Nova Southeastern University

NSU Commencement Programs

No abstract provided.

1995 Commencement - 26th Annual Commencement Exercises, Nova Southeastern University

NSU Commencement Programs

No abstract provided.

Turnabout Time: Public Higher Education In The Commonwealth, Richard A. Hogarty, Aundrea E. Kelley, Robert C. Wood

John M. McCormack Graduate School of Policy and Global Studies Publications

"Stay the course?"

"Steady as she goes" is the wrong prescription for charting the future of public higher education in the Commonwealth. A major course correction is in order if the coalition vital to the system's well-being is to hang together and be strengthened. With sharply divergent views being held by the public at large, political and business leaders, faculties and students--all groups essential to continuing educational progress--mutual accommodations and adjustments are the order of the day. Major changes in finance, institutional missions, curricula, and academic standards for faculty and students alike are imperatives.

The classic academic model that has …

Gender Differences In Faculty Turnover, Byron W. Brown, Stephen A. Woodbury

Upjohn Institute Working Papers

Over the last 15 to 20 years, colleges and universities have paid increasing attention to attracting and retaining faculty women. The rate of progress of women in academe has nevertheless been painfully slow. For example, statistics on economists collected and published by the American Economic Association (Committee on the Status of Women in the Economics Profession 1994) suggest that in recent years, about 20 percent of Economics assistant professors in graduate Ph.D.-granting departments were women, about 10 percent of associate professors were women, and under 5 percent of full professors were women. The percentage of new assistant professors who are …

Lessons Learned: Institutionalizing Service On The Campus, Corporation For National Service, Cooperative Education Assocation

Conference Proceedings

Learn and Serve America: Higher Education Corporation for National Service. January 26, 1995 Telebriefing: "Institutionalizing Service on Your Campus" Resource Packet.

Students As Satirists: Encouraging Critique And Comic Release, Carol Reeves

Scholarship and Professional Work - LAS

No Abstract Available

Preparing The Way For Reform In Higher Education: Drawing Upon The Resources Of The Community-At-Large, Judith A. Ramaley

Higher Education

Higher education is being asked to pay more attention to student learning and to contribute to the enhancement of the social and economic conditions of the community it serves. As a result, educational institutions will no longer be self-contained Community members and organizations have become not only critical partners inframing the goals and intentions of the educational reform movement, but they also have assets that must be tapped by educational institutions that wish to implement change and respond to social needs