Abstract
This paper proposes a model of faculty development designed to enhance career satisfaction and professional retention among small college teachers. Recognizing that such institutions often experience high faculty turnover and limited professional support, the authors argue that sustained faculty vitality depends on cultivating collegiality, autonomy, and scholarship. Collegiality is presented as a political and ethical mode of academic governance that requires shared purpose, participatory decision making, and ongoing reflection on the moral obligations of teaching. Autonomy is defined as disciplined self-direction rather than individualism, representing both personal growth and institutional benefit. Scholarship is examined as a balance between the reproduction and production of knowledge, with the small college teacher urged to engage actively in research and verification as well as instruction. The paper concludes that faculty development must serve as political education, preserving the collegial ideal against corporate tendencies in higher education and ensuring the intellectual and moral renewal of the academic community.
Recommended Citation
Duncanson, Thomas W. and Gonzalez, Alberto
(1986)
"A Program of Faculty Development for Small College Career Satisfaction,"
Association for Communication Administration Bulletin: Vol. 58, Article 11.
Available at:
https://stars.library.ucf.edu/aca/vol58/iss1/11
