Higher education institutions have adopted diversity course requirements while hiring more faculty members off the tenure track. Non-tenure track faculty members’ experiences teaching required ...diversity courses while navigating their precarious employment status has not been sufficiently explored. Addressing this need, the present study examined the experiences of non-tenure track instructors teaching diversity courses as part of general education programs at five colleges and how they understood their relationships to the diversity course requirement and the institution. Instructors perceived themselves as institutional “heavy lifters,” yet emphasized that their precarious status left them disconnected from the diversity requirement and the larger campus.
Academic career systems have been in focus lately as a means to attract talented researchers and teachers. In this paper, we compare tenure tracks at three Swedish universities. The analysis relies ...on qualitative data, including interviews and policy documents, and revolves around three questions: How is the tenure track designed? What were the drivers behind the new tenure track? How is the tenure track designed to handle emerging tensions? We identify three common drivers and rationales: transparency, recruitment of early career researchers and long-term retention of staff. The article ends with a discussion of important considerations that were made when introducing the tenure track. The considerations derive from the tensions between research and teaching, between scope and funding and between the needs of the institution and the rights of the individual. The results are important in an increasingly competitive higher education sector aiming to construct and implement attractive career systems.
Embracing midcareer in the tenure system Eldeirawi, Kamal M.; Hershberger, Patricia E.; Pickler, Rita H. ...
Journal of professional nursing,
January-February 2023, 2023 Jan-Feb, 2023-01-00, 20230101, Volume:
44
Journal Article
Peer reviewed
Midcareer faculty are the “keystone” of academia. Faculty in midcareer experience an increase or change in responsibilities and expectations as well as reduced support and mentorship usually extended ...to junior faculty. Nonetheless, midcareer can be an ideal time for re-evaluating and defining one's career path and taking advantage of leadership and service opportunities. Successful navigation of midcareer is essential to ensure nursing faculty remain in the academic setting, contribute to nursing science, and have a satisfying career. In this paper, we present strategies midcareer nurse faculty can consider to maintain balance and advance their careers even during challenging times. These strategies include appraising career goals, maintaining and expanding mentoring relationships, seeking and utilizing opportunities for leadership development, selecting service strategically to advance career goals, preparing for the unexpected, maintaining/expanding scholarly productivity, learning when to say yes or no, embracing lifelong learning, and improving visibility of one's work.
•Midcareer is an ideal time to appraise career goals and expand mentoring.•Midcareer is an opportunity for leadership development and significant service.•Time management and selective collaborations improve productivity in midcareer.•Improved communication and visibility during midcareer may extend influence.•Embracing lifelong learning and expecting the unexpected help maintain productivity.
Changes on college and university campuses have echoed changes in U.S. popular culture, politics, and religion since the 1970s through unprecedented visibility of LGBTQA persons and issues. In the ...face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students. In addition, allies in the field of academic advising (both straight/cis-identified and queer) reflect on becoming an ally, describe obstacles and challenges they have experienced and offer advice to those seeking to deepen their commitment to ally-hood. Foreword written by Kristen A. Renn. This book was co-published with NACADA.
Faculty are often evaluated on perceptions of their teaching effectiveness, their service activities, and their research productivity. To meet their institutional standards in each area, the faculty ...must properly allocate and manage their time. Administrators and department chairs have the means to facilitate or hinder faculty research productivity through teaching and service assignments. This paper provides administrators and faculty with a framework to evaluate each faculty member's annual workload to ensure that adequate time should be available to meet institutional expectations. This framework illustrates the negative effects that multiple course preparations and heavy teaching loads have on research productivity. Institutional policies should be adjusted to consider these effects on their faculty's research productivity.
Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the "chilly climate" to ...the "old boys' club," women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success. This book is a "tool kit" for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors' research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are "better" or "good enough" and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures. Following the introduction, From People to Policies: Enduring Inequalities and Inequities for Women Academics (Kristine De Welde and Andi Stepnick), this book has five parts. Part 1, The Structure, contains the following chapters: (1) Glass Ceilings and Gated Communities in Higher Education (Robert J. Hironimus-Wendt and Doreen A. Dedjoe); (2) Challenges of Race and Gender for Black Women in the Academy (Candice P. Baldwin and Monica D. Griffin); (3) Contingent Appointments and the Diminishing Voice, Agency, and Professionalism of Women (Cecile H. Sam and Adrianna Kezar); (4) Faculty Gender Inequity and the "Just Say No to Service" Fairy Tale (Karen Pyke); and Case Study: Lecturer Barnes: Long-Term Contingent Faculty. Part 2, Structure Meets Culture, contains the following chapters: (5) The Influence of Departmental Culture on Academic Parents' Pro-Work Behaviors (Julie A. Kmec, Shanyuan Foo, and Amy S. Wharton); (6) Assimilating to the Norm: Academic Women's Experiences With Work-Family Policies (Catherine Richards Solomon); (7) The Eldercare Crisis and Implications for Women Faculty (Gretal Leibnitz and Briana Morrison); and Case Study: Graduate Student Chastain: Navigating Gendered Family-Work Expectations. Part 3, Exclusionary Cultures, contains the following chapters: (8) Perpetuating Inequality Through the Canons of Disciplinary Knowledge (Barret Katuna); (9) Characteristics and Perceptions of Women of Color Faculty Nationally (Corinne Castro); (10) Women Sociologists and the Question of Inclusion in the Academy (Kristin Marsh); (11) Not the Ideal Professor: Gender in the Academy (Laura Hirshfield); (12) Intersectional Invisibility and the Academic Work Experiences of Lesbian Faculty (Diana Bilimoria and Abigail J. Stewart); and Case Study: Professor Liu: The Multiple Challenges for an Asian Woman Professor in the Social Science Field. Part 4, Hostile Climates, contains the following chapters: (13) Gender Differences in Faculty Responses to Contra-Power Harassment (Claudia Lampman); (14) Confronting Faculty Incivility and Mobbing (Susan K. Gardner and Amy Blackstone); (15) Women of Color in the Academy: From Trauma to Transformation (Molly Everett Davis, Halaevalu F. Ofahengaue Vakalahi, and Renay Scales); and Case Study: Professor Smith: Early-Career Mobbing and Student Hostilities. Part 5, Tools for Changing the Academy, contains the following chapters: (16) Multiple Perspectives for Creating Change in the Academy (Elizabeth J. Allan); and (17) With So Many Problems, Where Do We Begin?: Building a Toolbox for Change (Abby L. Ferber). A section on Case Studies of Resistance and Feminist Change, a list of online resources, and an index are included. Foreword by Penny A. Pasque.
Abstract Background There have been many efforts to increase the number of women surgeons. We provide an update of women surgeon representation along the pathway to surgical academia. Methods Data ...was extracted from Association of American Medical Colleges FACTS and Faculty Administrative Management Online User System as well as GME annual reports starting in 1994 until the last year available for each. Results The proportion of graduating women medical students has increased on average .5% per year from 1994 to 2014. Women general surgery trainees have more than doubled in number over the same period but represented 38.3% of all general surgery trainees in 2014. Women Full Professors increased on average .3% from 1994 to 2015 but still make up less than 10% of all Full Professors. Conclusions Despite improvements over the past 20 years, there are still large gender gaps in surgery for trainees and academic leadership. At the current rate of increase, women Full Professors will not achieve gender parity until in 2136.
Mentoring to develop research skills is an important strategy for facilitating faculty success. The purpose of this study was to conduct an integrative literature review to examine the barriers and ...facilitators to mentoring in health-related research, particularly for three categories: new investigators (NI), early-stage investigators (ESI) and underrepresented minority faculty (UMF). PsychINFO, CINAHL and PubMed were searched for papers published in English from 2010 to 2020, and 46 papers were reviewed. Most papers recommended having multiple mentors and many recommended assessing baseline research skills. Barriers and facilitators were both individual and institutional.
mentioned most frequently were a lack of time and finding work-life balance. UMF mentioned barriers related to bias, discrimination and isolation.
included lack of mentors, lack of access to resources, and heavy teaching and service loads. UMF experienced institutional barriers such as devaluation of experience or expertise.
were subdivided and included writing and synthesis as technical skills, networking and collaborating as interpersonal skills, and accountability, leadership, time management, and resilience/grit as personal skills.
included access to mentoring, professional development opportunities, and workload assigned to research. Advocacy for diversity and cultural humility were included as unique interpersonal and institutional facilitators for UMF. Several overlapping and unique barriers and facilitators to mentoring for research success for NI, ESI and UMF in the health-related disciplines are presented.
The number of adjunct faculty members in higher education has been increasing nationally over the past two decades, and schools of social work are no exception to this trend. There has been robust ...debate about adjunct use, given concerns about low pay, poor access to benefits, lack of inclusion in academic decision making, and little support outside the classroom. Given the growing reliance on such part-time faculty in social work programs, and cognizant of ethical considerations, it is important to find ways of supporting adjuncts that both honor their contributions to social work education and promote the quality of education they offer the next generation of social workers. This paper explores the creation of a multi-faceted, adjunct-centered initiative for part-time social work instructors at a large, urban public university. The authors discuss the existing literature on perceptions of adjunct instructors across various constituencies, address issues around the inclusion of adjuncts in the faculty community, and share obstacles encountered and lessons learned in their endeavor to bolster programmatic support for adjunct instructors.
Framed by post- and decolonial feminist perspectives and using Lugones's concept of "world-travelling," we examined the shared experiences of foreign-born faculty women of color in navigating U.S. ...colleges and universities. We employed a qualitative interpretative phenomenological research design and conducted semi-structured interviews with 10 self-identified foreign-born faculty women of color (FBFWOC). We found that these women continually performed multiple, and at times conflicting, identities as they travelled in and out of academic and non-academic worlds. In doing so, they deployed strategies that required additional efforts to successfully function in their faculty roles. The world-travelling that FBFWOC engage in involves a constant learning process that, while enriching, also taxes their time and energy. This world-travelling is a form of border thinking and resisting forms of difference. We offer suggestions for future research and implications for practice.
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