Van Alstyne presents an "unhurried" historical review of the extent to which academic freedom has been accepted into domestic constitutional law. Two essays deal with the issue of tenure and academic freedom. Ralph S. Brown and Jordan E. Kurland agree that tenure reinforces academic freedom but wonder if there is not a large price to be paid for such a system. In a highly instructive review Matthew Finkin looks at academic tenure and freedom in the light of labor law. Focusing on freedom of artistic expression, Robert O'Neil raises difficult questions about what kinds of art displays taxpayers can be expected to tolerate in the colleges and universities they support. Rodney A. Smolla looks at the ways in which "hate" speech and offensive expression on campuses engage wide First Amendment jurisprudence. Judith Jarvis Thomson examines the vexed issue of selecting - and valuing - individual faculty members or disciplines with regard to ideology. Michael W.

The case for a flexible work schedule for faculty has been repeatedly made, with one policy recommendation being part-time positions for tenure-track/tenured faculty (PTTT). Despite some of the benefits of this approach for both faculty and institutions, the PTTT concept is the least implemented policy for faculty flexibility and is poorly understood. This report offers the first comprehensive treatment of PTTT, suggesting that this mode of flexibility enhances recruitment, retention, and engagement of faculty, while offering value-added productivity, planning potential, and faculty loyalty for the institution. Herbers provides data that explore how a PTTT policy can lead to faculty success and satisfaction across the lifespan of a career, and likewise offers analogies and examples of well-established practices that administrators across institution types can adapt to create their own policies. Administrators and faculty will find the author’s policy recommendations, best practices, and solutions to common challenges to be a roadmap for stimulating change in their institutions. This is the 5th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

This guide is about making the recording or registration of tenure rights more relevant to people who hold those tenure rights, and particularly to people who are currently poorly served by systems to record or register tenure rights. It provides practical advice on ways to improve the recording of tenure rights, including by addressing barriers that prevent people from using recording systems.

Tenure security is believed to be critical in spurring agricultural investment and productivity. Yet what improves or impedes tenure security is still poorly understood. Using household- and plot-level data from Ghana, this study analyzes the main factors associated with farmers’ perceived tenure security. Individually, farmers perceive greater tenure security on plots acquired via purchase or inheritance than on land allocated by traditional authorities. Collectively, however, perceived tenure security lessens in communities with more active land markets and economic vibrancy. Migrant households and women in polygamous households feel less secure about their tenure, while farmers with political connections are more confident about their tenure security.

Presents the experiences of campuses without tenure and campuses where faculty may choose tenure or contracts. Issues covered include academic freedom, faculty recruitment, selectivity, turnover, and reward structures. Answers the question, "What lessons can be learned from campuses with contract systems?"

Articulates salient problems of tenure-track faculty, especially women and faculty of color. Offers a new paradigm to delineate ways in which the academic community can help socialize younger faculty, and honor differences more readily.