The ADVANCE Leadership Fellows Program at the University of Maryland is a yearlong professional development program for faculty aspiring to or recently engaged in leadership roles. Data shows an ...increase in participants' sense of agency to become academic leaders following the program. We use a comprehensive data set, including program evaluations, participant observations, and tracking of future leadership positions from 59 participants across three cohorts, to understand how and why the program enhances agency. Findings suggest that the program enhances knowledge and networks, provides theory to practice applications, and increases access to local leaders, all elements that positively impact faculty agency as academic leaders.
This narrative and integrative literature review synthesizes the literature on when, where, and how the faculty hiring process used in most American higher education settings operates with implicit ...and cognitive bias. The literature review analyzes the “four phases” of the faculty hiring process, drawing on theories from behavioral economics and social psychology. The results show that although much research establishes the presence of bias in hiring, relatively few studies examine interventions or “nudges” that might be used to mitigate bias and encourage the recruitment and hiring of faculty identified as women and/or faculty identified as being from an underrepresented minority group. This article subsequently makes recommendations for historical, quasi-experimental, and randomized studies to test hiring interventions with larger databases and more controlled conditions than have previously been used, with the goal of establishing evidence-based practices that contribute to a more inclusive hiring process and a more diverse faculty.
We conducted a randomized control study to improve equity in how work is taken up, assigned and rewarded in academic departments. We used a four-part intervention targeting routine work practices, ...department conditions, and the readiness of faculty to intervene to shape more equitable outcomes over an 18-month period. Our goal was to (a) increase the number of routine work practices that department faculty could enact to ensure equity, (b) enhance conditions within the department known to positively enhance equity, and (c) improve the action readiness of department faculty to ensure equity in division of labor. Post intervention faculty in participating departments were more likely than before the intervention to report work practices and conditions that support equity and action readiness in their department, and that teaching and service work in their department is fair. Participating departments were significantly more likely than control departments to report practices and conditions that support equity and greater action readiness to address issues of workload equity in their department. Finally, participating department faculty were more likely than control department faculty to report increased self-advocacy and were more likely than control department faculty to report that the distribution of teaching and service work in their department is fair.
Windows of opportunity for integrating community engagement throughout the doctoral career are offered in this chapter along with a description of the knowledge, skills, and value orientations needed ...for future faculty to become engaged scholars.
An Integrated Model Recontextualized O'Meara, KerryAnn; Saltmarsh, John
Journal of higher education outreach and engagement.,
2016, Letnik:
20, Številka:
1
Journal Article
Recenzirano
Odprti dostop
In this commentary, authors KerryAnn O'Meara and John Saltmarsh reflect on their 2008 "Journal of Higher Education Outreach and Engagement" article "An Integrated Model for Advancing the Scholarship ...of Engagement: Creating Academic Homes for the Engaged Scholar," reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." As the authors revisited this article, they were pleased to see that much of the model they set forth with their colleague Lorilee Sandmann remains relevant today. For example, clearly the four topics they identified as second-order issues for support of faculty community engagement (i.e., doctoral socialization, faculty cultures and mentoring, academic reward systems, and disciplinary association recognition) remain critical. They still see the four quadrants of graduate education, departments, disciplinary associations, and institutions as major sites where faculty are socialized, recognized, supported, and advanced. If they were to write this article again, they would encourage engaged scholars and those within the movement to pay special attention to the development of strategic networks, alliances, and community organizing to advance this work. They would encourage them to approach their work as political work aimed at dismantling privilege and exposing the power exerted by hegemonic epistemic paradigms and the inequalities that are created. For "An Integrated Model for Advancing the Scholarship of Engagement: Creating Academic Homes for the Engaged Scholar" (2016), see EJ1097193.
Abstract In US higher education, faculty members may receive an outside offer of employment from an external organization, and then receive a corresponding counteroffer from their current ...institution. Counteroffers are written contracts made to individuals — either prematurely in anticipation of an outside offer, but most often after an outside offer — that outline improved salary, benefits, and/or other employment conditions with the hopes of retaining them. Though the norm of the “retention offer” is pervasive in the academy, in practice it can be much more nebulous, inefficient, discretionary, and inequitable. Few studies, however, empirically examine this process. In this study, we analyze quantitative institutional and survey data collected from 650 faculty by the Collaborative on Academic Careers in Higher Education (COACHE) to explore whether certain populations of faculty are more likely to receive counteroffers, and why. We found that women and racially minoritized scholars were less likely to receive counteroffers, and identified other factors that impact reception of counteroffers like faculty members’ desire to leave and their notification of leadership. We conclude by situating findings within extant research and offering implications for future research on counteroffers and their practice in faculty retention.
Time is a valuable resource in academic careers. Empirical evidence suggests women faculty spend more time in campus service than men. Yet some studies show no difference when relevant variables are ...included. The primary source of data for most workload studies is cross-sectional surveys that have several weaknesses. This study investigated campus service inequality and factors that predict it at 1 research university using a novel and more comprehensive source of data - annual faculty reports. The investigation was guided by Kanter's work on the role of power and representation and Lewis and Simpson's rereading of Kanter's work to focus on gender, power, and representation. The authors examined 1,146 records of faculty campus service during 2 years. In both years, women faculty reported more total campus service than men while controlling for race, rank, science, technology, engineering, and mathematics (STEM), and the critical mass of women in a department. When considering levels of service, women reported higher numbers of service activities at the department and university levels. Women in male-dominated fields tended to have service workloads more like their peers and less like women in non-STEM fields. The article concludes with considerations regarding implications for organizing practices that maintain inequity between men and women in campus service.
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