How Are Rituals Used In Higher Education To Influence Organizational Culture

How are symbols and rituals used in higher education to influence organizational culture?

Faculty Hierarchy

The primary responsibility for teaching students in higher education falls to contingent, non-tenure track (NTT) and adjunct faculty. Contingent faculty are those who’s “institutions make little or no long-term commitment to them” (AAUP, 2013b). Despite the fact that NTT faculty are responsible for teaching the vast majority of courses, the prevailing culture in higher education continues to disenfranchise these faculty and disregard their contributions. Culture is “a set of values, beliefs, expectations, and assumptions that guide behavior” (Bess & Dee, 2012a, p. 362-363). The prevailing culture in higher education devalues or ignores

The title of non-tenured communicates meaning in that these positions are described by what they lack. In other words, how they are less-than other faculty. That title also outlines that these faculty are contingent, often not eligible for promotion or permanent status. Policy descriptions of these roles further disenfranchises NTT faculty. Most are not eligible to participate fully in faculty governance (AAUP, 2013b). For example, at Appalachian State University, NTT faculty may not serve on department personnel committees that provide contract renewal recommendations. With NTT faculty contracts being reapproved each year, this firmly places the power in the hands of the (TT) faculty. This also sends hidden messages to all members of the organization about the abilities of NTT

When promoted NTT currently only receive half of the amount of money that a tenure-track faculty member receives for a similar promotion. Salary discrepancies also symbolize the divide between NTT and TT faculty. “Non-tenure-track faculty are found among the lowest paid and lowest in total earnings of full-time faculty” (AAUP, 1993b).

“The profound influence of culture on behavior cannot be underestimated” (Bess & Dee, 2012a, p. 362). The symbols described above represent the consistent, pervasive culture that devalues NTT faculty, negatively affecting the effectiveness of higher education institutions. Symbols also extend these cultural attitudes in that they form the climate, basic assumptions, and beliefs, which guide organization members’ decision making every day. Decisions about the eligibility for prime office space, multi-year contracts, promotion, salary increases, rewards, and the ability to participate in faculty governance, are informed and influenced by what is valued. These decisions are reflective of the underlying assumption that NTT faculty are less capable than, and less than TT faculty, despite the fact that they fulfill an essential role in higher