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 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.
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).
Guided by Hagedorn's (2000) theory of faculty job satisfaction, mindful of social and organizational structures of higher education, and acknowledging recent changes in the academic labor market, ...this study examines satisfaction for approximately 30,000 tenured and tenure-track faculty members in 100 US colleges and universities. Findings revealed similarity between female and male faculty members in some aspects of work satisfaction, but difference in other areas in which women reported lower satisfaction. Findings also revealed that perceptions of department fit, recognition, work role balance, and mentoring are more important to women faculty's satisfaction than male peers. Implications for policy and practice are discussed.
As universities face unprecedented pressure to diversify, campus communities must reckon with the fact that nearly one-third of underrepresented and racially minoritized (URM) faculty are in an ...academic couple. Despite the prevalence of URM academic couples, research rarely captures their perspectives, which could shed light on their experiences with dual-career hiring and inform faculty diversification efforts by revealing barriers to their inclusion. Guided by critical race theory, this study draws upon couple and individual interviews with nine URM faculty couples, and reveals how they endure racialized devaluation of their merit and racialized sexism against women partners. Implications for recruitment and retention are discussed.
Given the changing landscape of postsecondary faculty employment, institutions benefit from understanding how organizational policies and behaviors affects the faculty’s perception of organizational ...support. Using data from faculty members, including those with contingent and part-time appointments, at a single institution in the western United States, this study examined how the faculty’s perceptions of structures and behaviors at the departmental, college, and campus levels affect their perception of organizational support. Results suggest that part-time faculty members are significantly less likely to feel supported; however, as their perceptions of being valued by college and senior administrators increase, so do their perceptions of support. Findings suggest avenues for organizational leaders to promote commitment among all faculty members.
Faculty retirement has been a growing concern for the nursing education community given the impact it may have on preparing the future nursing workforce.
To estimate faculty retirements in 2016-2015 ...and to assess the impact of retirements on the faculty workforce.
The Least-Squares Regression and the Cohort Component Methods were used to project retirements.
The study projected that total retirements in 2016-2025 would equal one third of faculty in 2015. Retirees are likely to come from current faculty aged 60 or older, and faculty aged 50-59 are likely to be their replacements. The impact of the retiring faculty on the faculty workforce will be huge given their overrepresentation in doctoral attainment, senior rank, and ability for graduate-level teaching.
The findings suggest a sense of urgency for the nursing education community to address the impending exodus of senior faculty and to develop younger faculty for their successful succession.
•The percentage of full-time nursing faculty aged 60 and older increased from 17.9% in 2006 to 30.7% in 2015.•The mean age at retirement increased from 62.2 to 65.1 years.•The projected faculty retirements for the next 10 years equal roughly one-third of total faculty in 2015.•The retiring faculty are likely to come from faculty aged 60 or older in 2015, and faculty aged 50–59 in the same year are likely to be the replacements for the retiring faculty.•The impact of the retiring faculty on the faculty workforce will be huge given their overrepresentation in doctoral attainment, senior rank, and ability for graduate-level teaching.•Younger faculty who are likely to replace the retiring faculty possess fewer doctoral degrees, lower senior faculty ranks, and more limited in ability for graduate-level teaching.
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