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Researchers were hired during a major change at a western Canadian institution and pursued a five-year focused ethnography: initial team self-study expanding into 60 interviews with 31 participants. Findings indicate existing induction theories are insufficient for large-scale transitions, requiring a more complex framework. 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The researchers on this team were hired in the midst of such a transition at one western Canadian institution. As new faculty we were navigating the normal tides of adjusting to a new faculty position, but our induction occurred in a shifting institutional context.  \nOur research question,“What is the new faculty experience in a transitional institution?” guided a five-year focused ethnography, beginning as a selfstudy of the research team and expanding into 60 interviews with 31 participants over several years. The results demonstrate that a more complex theory is required to reflect the experience of new faculty than has appeared previously in the literature. We propose a framework of competing discourses.  \nRésumé  \nAu cours de la dernière décennie, plusieurs établissements d’enseignement postsecondaireduCanada ontobtenu un statut universitaire. L’und’entreeux,établidans l’Ouest canadien, amêmerecruté l’équipe dechercheurs duprésent article pendant sa transition. En effet, bien que l’établissement se soit adaptéà la mouvance engendrée par ce processus, l’investiture de l’équipe a eu lieu dans un contexte de mutation au sein des établissements d’enseignement. La question à l’origine de l’étude, « Comment un établissement d’enseignement postsecondaire vit-il l’acquisition d’un nouveau statut universitaire? », a orienté des travaux ethnographiques d’une durée de cinq ans, qui ont d’abord pris la forme d’une auto-analyse de l’équipe des chercheurs pour ensuite prendrela forme 60 entrevues avec 31 participants, échelonnées sur plusieurs années. Les résultats montrent qu’une théorie plus complexe que celle élaborée dans les écrits précédents est nécessaire pour traduire l’expériencevécue par les établissements nouvellement investis du statut universitaire.  \nNous proposons ici un cadre des interprétations contradictoires.  \nCJHE / RCES Volume 45, No. 4, 2015  \nNew Faculty Experience / M. Yeo, D. Bennett, J. Stoneman McNichol, & C. Merkley 284  \nIn recent years, many post-secondary institutions across Canada have transitioned from colleges to universities. Founded over 100 years ago, our western Canadian institution had long operated as a community college, with two-year university transfer and applied degree programs. The transition to an undergraduate university culminated in the fall of 2009, when the institution officially changed its name in a ceremony presided over by the provincial premier.  \nThe ceremony came after years of preparation, including the hiring of large numbers of new faculty in the years leading up to the change. We four researchers were hired in the same 2007 cohort, which to that date was the largest cohort of new faculty—but then it was exceeded in each of the following two years. We are a mid-sized educational institution, with roughly 400 full-time faculty and 12,000 students. More than half of the current full-time faculty members were hired since 2007.  \nAs new faculty, we immediately became aware of the momentous shift happening around us. We were navigating the normal tides of adjusting to a new position, for all of us our first tenure-track faculty position at any institution, but were aware that this induction was occurring in a rapidly shifting context. (At Mount Royal University the concept of tenure refers to a permanent appointment and represents a major commitment between the institution and the employee. Tenure recommendations and decisions are made on the basis of meeting established standards during the probationary period and evidence of the clear promise of continuing intellect","cbCaidQIwuow3mgJ","https://ap.wps.com/l/cbCaidQIwuow3mgJ","pdf",589293,15,"English","# Abstract\n## Research Question and Method\n## Theoretical Framework and Literature Review","[{\"question\":\"What is the article’s main research question?\",\"answer\":\"It asks what the new faculty experience is in a transitional institution.\"},{\"question\":\"How did the researchers conduct the study?\",\"answer\":\"They used a five-year focused ethnography, beginning with a self-study of the research team and expanding into 60 interviews with 31 participants over several years.\"},{\"question\":\"What do the results suggest about existing literature?\",\"answer\":\"A more complex theory is needed to reflect new faculty experience than what has appeared previously in the literature.\"}]","New Faculty Experience in Times of Institutional Change | PDF",1792083466,38]