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The purpose of this paper is to identify factors influencing extremely high or low research productivity for business faculty members.

Using data originating from a random sample of 236 faculty members across a wide range of accredited business schools and a web‐based survey, main effects are hypothesized and explored. The authors examine only extreme data points of high (and low) research productivity to focus on high‐performing research “stars.”

It is found that research “stars” hold higher academic rank, possess greater time management skills, individually place a high value on research, report higher time available to conduct research, enjoy higher institutional support in the form of graduate assistants and summer research support, have fewer course preparations, and work for departments with a similar priority placed on research.

The authors found that certain person‐ and situation‐level factors differentiate high and low performing faculty members’ research output.

The paper has implications for university administrators regarding recruiting, selecting, and managing faculty members’ research performance.

Research productivity and intellectual contributions continue to dominate much of higher education as a primary measure of faculty members’ success. One area that remains under‐explored in the business literature is what “makes a research star” and, to the contrary, what factors predict extremely low faculty research productivity? Shedding light on this research question provides practical benefits for universities by enabling administrators to better recruit, select, motivate, and develop productive faculty members.

This paper seeks to outline the element of a liberal management education that would attend to the full human development of undergraduate management students enabling them to exercise the responsibility and leadership that the profession and practice of business and management require. It places such an education in the context of the global university today, and points to the shortcomings in management education as it is currently taught, the challenges facing implementation, and finishes with the example of Singapore Management University.

This is a discursive discussion piece drawing on philosophical texts, contemporary debates on management education, historical perspectives on the University, and the authors’ combined experience in management education and business school leadership. It was written as an argument to be debated by future interlocutors.

The article concludes that liberal management education faces obstacles to implementation. These obstacles are recast as shortcomings in management education itself. It concludes that in part by recognising and overcoming these shortcomings liberal management education holds prospects for improving the full human development of undergraduate management students, and in so doing creating business leaders who have the maturity to take responsible and visionary decisions.

The article points to the need to elaborate a concrete curriculum across the spectrum of courses and subjects in management education.

The article invites other business schools to enter into a conversation about liberal management education and share experiences of implementing reforms in management education.

Liberal management education aims to produce citizen‐leaders who have the maturity and enlightened perspective to lead in organisations and in society. The intention of the article is to encourage debate and adoption in some form of a liberal management education philosophy and curriculum at other business schools beyond Singapore Management University, with the hope of shifting the emphasis in management education to preparing students as mature citizens as well as business leaders.

Many have discussed the problems of the contemporary global university, but few have considered undergraduate management education as a crucible for working out the conflicts and challenges facing today's university.

In what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about entrepreneurship motives and barriers and student aspirations in order to explore implications for entrepreneurship education (EE).

The authors survey 3,037 students and faculty in the USA, China, India, Turkey, Belgium, and Spain, focusing on perceptions of entrepreneurship motives and barriers. Factor analysis organizes data for comparisons and regressions.

The authors find significant faculty-student differences in views of entrepreneurship motives and barriers, university environments, and student aspirations. An especially important finding is that, across six countries with widely varying cultures, economies, and entrepreneurial environments, students consistently see themselves as more entrepreneurial than the faculty perceive.

Limitations include sample size and self-reporting. The authors also have focused on the significance of differences in perceptions, not on whether faculty or student perceptions are correct. A major implication of the study is that EE curricula need to be assessed in terms of their impact on the self-confidence, risk aversion, and entrepreneurial disposition of students.

The authors shine light on an overlooked topic – faculty-student perceptual alignment – to stimulate research and strengthen EE, especially regarding students’ self-confidence and views of failure and risk.

Anne Grodzins Lipow is a whiz at helping people satisfy needs they never knew they had. Who would have suspected a market for small wooden dreidls (first‐of‐a‐kind in California) when she and a partner began to make and sell these special children's tops a few years ago? Now it is a Berkeley tradition: just step up to Anne's Berkeley street‐stand during the holiday season to buy one of these attractive, inexpensive Chanukah offerings. Not enough time for your library research? Call the University of California at Berkeley Library's Baker service (dial 64‐BAKER) and order campus‐mail delivery of copies of one or more articles or books, located on the Berkeley campus or elsewhere. Lipow began this service for Berkeley faculty and students in 1974, an advance that generated many an “Of course!” from colleagues at the time and scores of “copycat” services since. If you were hunting for a list of female judges in California, you would look in the state almanac, naturally; but a California almanac for adults did not exist until this year. That was when librarian Lipow, having again heard opportunity tapping, joined with political scientist James Fay, and American literature scholar Stephanie Fay, to bring out the inaugural edition of California Almanac (Novato, CA: Presidio Press, 1984; $12.95).

The COVID-19 pandemic may negatively impact the careers of U.S. women faculty in computer science (CS) – a field with few women and high attrition rates among women – due to difficulties balancing increased work and family demands (author citation). Thus, it is important to understand whether supervisors may help to decrease this work-to-life conflict and increase the odds of retaining women faculty. This study examined whether family-supportive supervisor behaviors (FSSB) were associated with better retention-related job outcomes (e.g., lower turnover intentions) among women faculty in CS, and whether this association was mediated by lower work-to-life conflict.

A total of 379 CS faculty across the U.S. (54% women, 52% with children at home) were surveyed during the COVID-19 pandemic (Fall 2020-Spring 2021).

Compared to men, women CS faculty reported significantly higher work-to-life conflict, and that higher work-to-life conflict predicted poorer retention-related work outcomes for all faculty. However, for women only, FSSB predicted lower levels of work-to-life conflict, and in turn, better retention-related work outcomes.

Results suggest that emotionally-supportive supervisor behaviors may lower work-to-life conflict during the pandemic, which has important implications for retention-related work outcomes among women faculty in CS.

Research has yet to disentangle how managers can help to retain women CS faculty in light of the increasing and changing work and home demands due to the pandemic. The present study focused on whether FSSB – particularly emotional support – may benefit women CS faculty.

Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and guiding students to resources that ensure their success. With prior research highlighting the changes in the workforce and poor working conditions of part-time faculty, this study aims to explore full-time perceptions of several employment-related variables to determine how these significant workplace changes have impacted them.

A mixed-methods approach is used. This includes a questionnaire being sent out via e-mail to faculty at a medium-sized, public, regional university located in the USA. This was sent through two separate listservs: full-time faculty listserv and part-time faculty listserv. The questionnaire included quantitative and qualitative questions. A one-way ANOVA was used to detect significant differences between the two groups of interest for the quantitative components. The qualitative portions of the questionnaire provided deeper insights into employee perceptions of their workplace.

This research uncovers some alarming trends for full-time faculty within higher education. Across several different employment variables, full-time faculty perceptions are significantly worse than part-time faculty. This includes work–family conflict, pay perceptions, compensation opportunities, online teaching experiences, overwhelming work activities, technology provided, travel funding provided, perceived satisfaction of a faculty advocate and perceived benefits of a faculty advocate. Qualitative and quantitative results support these findings and provide additional clarification as to why they have these negative workplace perceptions.

A convenience sample was used, where data was only gathered from one university. Future research could replicate finding with more universities varying in their make-up and location to determine if these results hold across the USA and internationally. Some measures did not use established scales in the literature, and some were single-item measures. Future research could replicate findings using established scales with multi-item measures to provide more confidence the results produced that are reliable and valid.

These results suggest alarming concerns for higher education institutions regarding their full-time faculty. Human resource managers and administrators at universities should respond to “the alarm” from this research and internal employee satisfaction surveys they have conducted with their employees. Changes should be made at higher education institutions to improve employee workplace perceptions in hopes of retaining valuable employees and improving worker morale to increase productivity. The recent workplace changes and challenges for full-time faculty are negatively impacting their workplace perceptions.

As a result of full-time faculty having significantly worse perceptions across all measured employment variables than their part-time colleagues, who already had poor perceptions, the authors may see more “good” employees leaving the industry for other more lucrative options. Others may become “dead wood” in the university and engage in “quite quitting” resulting in less productivity. With the tenure process protecting professors, this may result in universities being “stuck” with many unmotivated professors and hurt the quality of educational services provided. Some professors may even act out negatively toward the university. This could damage the quality of education provided at universities and perceptions of higher education by society.

To the best of the authors’ knowledge, this is the first study comparing full-time and part-time faculty workplace perceptions across several variables. After previous study has highlighted the poor work conditions and perceptions of part-time faculty, this study adds to the discussion showing that significant changes in the workplace have resulted in full-time faculty now perceiving their employment to be significantly worse than their part-time colleagues. This can have significant short-term and long-term ramifications for the industry that will make it more difficult for universities to attract talented individuals to choose a career in education and retaining their best workers based on current employment perceptions.

The purpose of this paper is to examine gender differences in promotion probabilities of the academic staff of a large university in The Netherlands, taking into account the sex segregated context of the faculty.

The study uses records of the university's personnel information system from 1990 to 2006, covering the data of 1,792 employees in the academic ranks who have entered since 1990. Cox regression models are used to test three hypotheses.

The findings show that women have lower promotion probabilities than men. The gender differences are primarily explained by differences in years of service and external mobility, and not by the sex segregated context of the faculty. A higher share of women decreases the odds of being promoted for both men and women. Gender differences in working hours do not explain the gender differences in promotion probabilities.

The paper adds to the existing literature because event history analyses have hardly been applied to personnel records for investigating the impact of the sex segregated context on promotion probabilities.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Institutions of higher education face challenges of fiscal responsibility and their value proposition for students and other stakeholders they serve. Strategies used in business sectors, such as merger and acquisition, are being increasingly adopted by higher education governing boards, especially for public institutions and systems. The purpose of this paper is to guide policy decisions related to university mergers.

This paper focuses on the interplay between the pre-merger status of the institution, the individual faculty member's sense of belonging, and their commitment to the organization on levels of job-related stress, which has well-established negative impacts on individual and organizational performance. Using survey data collected at the same time post-merger from two different universities within the same state system, we explore regression models to identify similarities and differences between the faculty responses in terms of the impact of the merger on faculty stress.

Differences are found between the two universities in terms of faculty stress with faculty of one low status institution pre-merger having significantly higher stress post-merger. A case is presented for differences in stress based on a part on differences in how the mergers were managed at the system and university levels.

This research is instructive for higher education policy makers and university administrators as the institution of higher education continues this type of transformation.

This paper examines the impact of mergers on a university's single-most important asset, faculty. Comparative and timely faculty survey results from two related universities early post-merger provide valuable insights for leaders in higher education.

The purpose of this paper is twofold. First, it assesses motives for intended mobility among academics in institutions of higher education. Second, it investigates gender differences. Women have twice the intention to leave their institution than men during their first few years, but this difference narrows with seniority. Women report monetary reasons such as salary and promotion opportunities, as well as non-monetary reasons such as spousal employment to motivate their intended mobility. Gender differences across the reasons are minor once one controls for tenure status.