Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life integration has progressively shifted focus from the problems of women and parents to research that considers both men and women, married and single, with or without children as participants in the quest to integrate both personal and professional lives.
Though many studies still include the challenges faced by parents and this study is no exception, a more recent focus includes the influence of work group norms and social dynamics in shaping the experiences of faculty in the academy.
This study which was conducted at a small tuition driven college in the northeastern United States, looked at faculty work life integration through the lens of academic discipline, role identity and cultural norms.
The study findings note the increasing influence of marketization for enrollment and the financial pressures that support managerialism and detract from faculty work life integration.
","abstract_html":"<p><strong>Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life integration has progressively shifted focus from the problems of women and parents to research that considers both men and women, married and single, with or without children as participants in the quest to integrate both personal and professional lives. </strong></p> <p><strong> Though many studies still include the challenges faced by parents and this study is no exception, a more recent focus includes the influence of work group norms and social dynamics in shaping the experiences of faculty in the academy. </strong></p> <p><strong>This study which was conducted at a small tuition driven college in the northeastern United States, looked at faculty work life integration through the lens of academic discipline, role identity and cultural norms. </strong></p> <p><strong>The study findings note the increasing influence of marketization for enrollment and the financial pressures that support managerialism and detract from faculty work life integration.</strong></p>","abstract_has_math":false,"creators":["Ehrens, Holly"],"institution":null,"degree_name":"PhD Higher Education Leadership, Management, Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Joseph Stetar, Ph.D","Martin Finkelstein, Ph.D","Eunyoung Kim, Ph.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-16T07:00:00Z","date_published":"2016-05-16T07:00:00Z","updated_at":"2026-07-24T04:33:15Z","subjects":["work life integration","work life balance","tenured faculty","tuition- driven college","marketing for enrollment","role identity","Educational Leadership","Higher Education","Higher Education and Teaching","Scholarship of Teaching and Learning","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2159","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joseph Stetar, Ph.D","Martin Finkelstein, Ph.D","Eunyoung Kim, Ph.D"]},{"key":"dc:creator","label":"Author","values":["Ehrens, Holly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Higher Education Leadership, Management, Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["work life integration","work life balance","tenured faculty","tuition- driven college","marketing for enrollment","role identity","Educational Leadership","Higher Education","Higher Education and Teaching","Scholarship of Teaching and Learning","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2159"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life integration has progressively shifted focus from the problems of women and parents to research that considers both men and women, married and single, with or without children as participants in the quest to integrate both personal and professional lives.
Though many studies still include the challenges faced by parents and this study is no exception, a more recent focus includes the influence of work group norms and social dynamics in shaping the experiences of faculty in the academy.
This study which was conducted at a small tuition driven college in the northeastern United States, looked at faculty work life integration through the lens of academic discipline, role identity and cultural norms.
The study findings note the increasing influence of marketization for enrollment and the financial pressures that support managerialism and detract from faculty work life integration.
"]},{"key":"dc:title","label":"Title","values":["Work and Life Integration: Faculty Balance in the Academy"]}]}],"canonical_facts":{"dc:contributor":["Joseph Stetar, Ph.D","Martin Finkelstein, Ph.D","Eunyoung Kim, Ph.D"],"dc:creator":["Ehrens, Holly"],"dc:date.available":["2016-05-03T07:00:00Z"],"dc:description.abstract":["Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life integration has progressively shifted focus from the problems of women and parents to research that considers both men and women, married and single, with or without children as participants in the quest to integrate both personal and professional lives.
Though many studies still include the challenges faced by parents and this study is no exception, a more recent focus includes the influence of work group norms and social dynamics in shaping the experiences of faculty in the academy.
This study which was conducted at a small tuition driven college in the northeastern United States, looked at faculty work life integration through the lens of academic discipline, role identity and cultural norms.
The study findings note the increasing influence of marketization for enrollment and the financial pressures that support managerialism and detract from faculty work life integration.
"],"dc:identifier":["https://scholarship.shu.edu/dissertations/2159"],"dc:subject":["work life integration","work life balance","tenured faculty","tuition- driven college","marketing for enrollment","role identity","Educational Leadership","Higher Education","Higher Education and Teaching","Scholarship of Teaching and Learning","Teacher Education and Professional Development"],"dc:title":["Work and Life Integration: Faculty Balance in the Academy"],"thesis:degree_discipline":["Education Leadership, Management and Policy"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["PhD Higher Education Leadership, Management, Policy"]},"updated_at":"2026-07-24T04:33:15Z"}