ABSTRACT
This chapter continues the discussion of how teaching-oriented faculty view their working conditions differently than their research colleagues. While the previous chapter focused primarily on issues related to their academic discipline and the profession, this chapter broadens the scope of discussion to include how faculty view the relationship between higher education and society at large. There are many questions which this chapter addresses: Is teaching orientation related to how faculty view intellectual inquiry or the creation of knowledge? Are teaching-oriented faculty any less concerned than their research-oriented colleagues with applying their knowledge to solving problems in society? Is there a relationship between orientation towards teaching and faculty perspectives toward access to higher education? Faculty views toward higher education’s role, and particularly how academics view their potential contribution to society at large, is thus the focus of this chapter.
