This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 ...data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out.
The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides ...the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated-demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses.For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers' "signature programs," and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the o
While mentorship has been shown to be critical in helping graduate students persist and complete their studies, and enter upon and succeed in their academic careers, the under-representation of ...faculty of color and women in higher education greatly reduces the opportunities for graduate students from these selfsame groups to find mentors of their race, ethnicity or gender.Recognizing that mentoring across gender, race and ethnicity inserts levels of complexity to this important process, this book both fills a major gap in the literature and provides an in-depth look at successful mentorships between senior white and under-represented scholars and emerging women scholars and scholars of color. Following a comprehensive review of the literature, this book presents chapters written by scholars who share in-depth descriptions of their cross-gender and/or cross-race/ethnicity mentoring relationships. Each article is co-authored by mentors who are established senior scholars and their former protégés with whom they have continuing collegial relationships. Their descriptions provide rich insights into the importance of these relationships, and for developing the academic pipeline for women scholars and scholars of color. Drawing on a comparative analysis of the literature and of the narrative chapters, the editors conclude by identifying the key characteristics and pathways for developing successful mentoring relationships across race, ethnicity or gender, and by offering recommendations for institutional policy and individual mentoring practice. For administrators and faculty concerned about diversity in graduate programs and academic departments, they offer clear models of how to nurture the productive scholars and teachers needed for tomorrow's demographic of students; for under-represented students, they offer compelling narratives about the rewards and challenges of good mentorship to inform their expectations and the relationships they will develop as protégés.
The Faculty Factor Finkelstein, Martin J; Conley, Valerie Martin; Schuster, Jack H
Johns Hopkins University Press,
2016, 2016-09-00, 2016-11-01
eBook, Book
Over the past 70 years, the American university has become the global gold standard of excellence in research and graduate education. The unprecedented surge of federal research support of the ...post−World War II American university paralleled the steady strengthening of the American academic profession itself, which managed to attract the best and brightest educators from around the world while expanding the influence of the faculty factor throughout the academic realm. But in the past two decades, escalating costs and intensifying demands for efficiency have resulted in a wholesale reshaping of the academic workforce, one marked by skyrocketing numbers of contingent faculty members. Extending Jack H. Schuster and Martin J. Finkelstein’s richly detailed classic The American Faculty: The Restructuring of Academic Work and Careers , this important book documents the transformation of the American faculty—historically the leading global source of Nobel laureates and innovation—into a diversified and internally stratified professional workforce. Drawing on heretofore unpublished data, the book provides the most comprehensive contemporary depiction of the changing nature of academic work and what it means to be a college or university faculty member in the second decade of the twenty-first century. The rare higher education study to incorporate multinational perspectives by comparing the status and prospects of American faculty to teachers in the major developing economies of Europe and East Asia, The Faculty Factor also explores the redistribution of academic work and the ever-more diverse pathways for entering into, maneuvering through, and exiting from academic careers. Using the tools of sociology, anthropology, and demography, the book charts the impact of waves of technological change, mass globalization, and the severe financial constraints of the last decade to show the impact on the lives and careers of those who teach in higher education. The authors propose strategic policy recommendations to extend the strengths of American higher education to retain leadership in the global economy. Written for professors, adjuncts, graduate students, and academic, political, business, and not-for-profit leaders, this data-rich study offers a balanced assessment of the risks and opportunities posed for the American faculty by economic, market-driven forces beyond their control.
The global pandemic prompted changes in health science education affecting both teaching and learning. This multi-institutional study assesses the near-term implications of these changes on faculty ...and faculty development. The project goals were to: (1) describe faculty experiences of teaching during the pandemic; (2) identify ways to sustain new pedagogical approaches, (3) describe the types of support faculty members need, and (4) offer recommendations to enhance oral health professions education.
A mixed-method approach using exploratory sequential design was conducted in two phases collecting qualitative and quantitative data. Focus group participants included didactic, pre-clinical, and clinical faculty in dental school (DMD/DDS), dental hygiene and dental therapy programs, and also faculty members serving in administrative roles in these programs (N = 37). One hundred forty-four faculty participated in the multi-institutional follow-up survey.
Focus group and survey results led to 14 recommendations (nine structural and five individual) for oral health profession institutions and educators.
Oral health profession education faculty were dramatically impacted by the pandemic and new faculty development needs were identified. Traditional faculty development topics and practices may be no longer applicable in the post-COVID-19 environment. Additionally, the pandemic stimulated creative approaches for curriculum design, teaching, and assessment in oral health profession education. Strategies need to be implemented to sustain these innovations.
How colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand. Most colleges and universities embrace the ideals of diversity and ...inclusion, but many fall short, especially in the hiring, retention, and advancement of faculty who would more fully represent our diverse world--in particular women and people of color. In this book, Abigail Stewart and Virginia Valian argue that diversity and excellence go hand in hand and provide guidance for achieving both. Stewart and Valian, themselves senior academics, support their argument with comprehensive data from a range of disciplines. They show why merit is often overlooked; they offer statistics and examples of individual experiences of exclusion, such as being left out of crucial meetings; and they outline institutional practices that keep exclusion invisible, including reliance on proxies for excellence, such as prestige, that disadvantage outstanding candidates who are not members of the white male majority. Perhaps most important, Stewart and Valian provide practical advice for overcoming obstacles to inclusion. This advice is based on their experiences at their own universities, their consultations with faculty and administrators at many other institutions, and data on institutional change. Stewart and Valian offer recommendations for changing structures and practices so that people become successful in ways that benefit everyone. They describe better ways of searching for job candidates; evaluating candidates for hiring, tenure, and promotion; helping faculty succeed; and broadening rewards and recognition.
The ebook edition of this title is Open Access and freely available to read online. The higher education and research system faces a constant dilemma. On the one hand, research and higher education ...are run by autonomous, interrelated academic communities, often described as collegial governance. On the other hand, they are an instrument for the fulfillment of goals that are often external to the academic community. What, then, is the role of academics and academic knowledge in governance of higher education and research, and how does this reflect on and impact their aims and overall place in society? Fostered through joint workshops and an open dialogue, this double volume of Research in the Sociology of Organizations develops a deeper understanding of collegiality, examining through a unique comparative perspective how it is translated and practiced in different settings across the world. Considering ways in which collegiality can be revitalized, this second installment argues for reintroducing collegiality both in analyzing the development of higher education systems and research and in the actual governing of universities. Revealing the globalization, homogenization and variation that have come to characterize the collegiate system, Revitalizing Collegiality critically considers the state of and future of the higher education system, and how we can consciously shape it moving forward.
The American Faculty Schuster, Jack H; Finkelstein, Martin J
Johns Hopkins University Press,
2006, 2008-00-00, 2008-12-15
eBook, Book
Contents: PART I. Overview of the American Faculty (1. Establishing the Framework. - 2. The American Faculty in Perspective. - 3. The Professoriate in Profile). - PART II. The Faculty at Work (4. The ...Changing Complexion of Faculty Work. - 5. Academic Culture and Values and the Quality of Work Life). - PART III. The Academic Career (6. The Changing Academic Career. - 7. The Revolution in Academic Appointments - a closer look. - 8. Compensation and Academic Careers - trends and issues. - 9. Pathways to the Professoriate). - PART IV. Assessing contemporary academic life (10. American Academic life restructured. - 11. What's ahead? Agendas for Policy Analysis, Research, and Action on Academic Staffing (HoF/text adopted).
In an extensive study of part-time academic faculty, Gappa and Leslie ("The Invisible Faculty: Improving the Status of Part-Timers in Higher Education." San Francisco: Jossey-Bass, 1993) developed a ...typology consisting of four employment profiles based primarily on academic background, employment history, and career motivations: "career-enders," "specialists/experts/professionals," "aspiring academics," and "freelancers." Using a survey research design, the authors sought to determine whether the categories developed by Gappa and Leslie held in recent times and whether there were statistical differences in contingent faculty members' desired mentoring functions and work engagement based on employment profile. As the current study included both full-time and part-time contingent faculty, the results of a thematic analysis produced a fifth employment profile, "true teachers." Multivariate Analysis of Covariance (MANCOVA) was run to identify differences in desired mentoring functions and work engagement among employment profile groups while controlling for employment status, years teaching, and history of mentorship. Aspiring academics were the largest employment profile group, representing one-third of all respondents. This finding supported an earlier study that indicated a disproportionately large segment of contingent faculty desiring a permanent position in academia. The results of the multivariate analyses revealed that aspiring academics and career-enders had a significantly higher need for career-related mentoring than other groups. Furthermore, career-enders and specialists reported the highest levels of engagement, while aspiring academics reported the lowest levels of engagement. These findings indicate a need for attending to the career development needs of a large segment of contingent faculty in higher education.
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