Abstract
This article presents a national profile of theatre faculty in United States colleges and universities as part of a broader study of theatre education. It examines faculty background, rank, tenure, teaching assignments, production responsibilities, professional activity, departmental influence, and job satisfaction across institutional settings. The article considers how graduate preparation aligns with teaching and production duties, noting areas where faculty responsibilities differ from prior specialization. It also addresses affirmative action by discussing patterns in gender, tenure, and academic rank. The article situates theatre faculty work within higher education administration by emphasizing workload, faculty morale, professional development, curriculum vitality, and departmental decision making. Its findings are relevant to communication administration, theatre program administration, and broader questions of faculty support in academic units.
Recommended Citation
Becker, Samuel L.; Choi, Hyeon Cheol; and Selzer, J. Ann
(1984)
"Theatre Faculty in the United States: Background and Task Analysis,"
Association for Communication Administration Bulletin: Vol. 49, Article 8.
Available at:
https://stars.library.ucf.edu/aca/vol49/iss1/8
