Professionals in higher education are expected to be informed consumers of knowledge who seek out scholarship, critical evaluators of the applicability of extant…
Professionals in higher education are expected to be informed consumers of knowledge who seek out scholarship, critical evaluators of the applicability of extant knowledge, and contributors who build new knowledge for higher education practice. Despite the understood importance of developing research competencies, many have limited opportunities to develop these skills. This study aims to explore one way individuals develop research competencies: through participation in team-based research experiences.
A longitudinal case study approach was used to investigate what participants in an education research group learn, and how their participation in the group changes the ways in which they think about themselves as researchers and scholars. Four group members participated in two focus group interviews (at the end of the fall 2015 and spring 2016 academic semesters). Interviews were analyzed using thematic analysis.
Study participants report gaining knowledge about research, developing an identity as a researcher, and learning about faculty roles. Particular group practices and activities (e.g. full group meetings, subgroup meetings, professional development moments) helped mediate members’ learning and identity development.
Research groups should be considered valuable contexts where teaching and learning take place. By learning – and integrating what we learn – from research group participation, the higher education and student affairs fields may become better able to generate innovative practices and activities that provide students and professionals with opportunities to develop important research competencies.
Do female CEOs face a compensation gap? The purpose of this paper is to examine whether gender affects the total compensation of today’s CEOs, and whether it moderates ten…
Do female CEOs face a compensation gap? The purpose of this paper is to examine whether gender affects the total compensation of today’s CEOs, and whether it moderates ten factors influencing their total compensation.
Taking the 54 female CEOs cited in the US 2014 Fortune’s 1000 report, a matched sample of male CEOs was selected, matched according to the crosstab of age by education and by the sizes of the companies directed by these female CEOs.
Using four years’ worth of Fortune reports, between 2013 and 2016, this matched sample indicates that female CEOs are not discriminated against in terms of total compensation. However, eight factors do show a significant effect on total compensation. Using moderation analysis, the present study reveals how gender interacts with company size, sector, membership of outside boards and nature of previous experience.
This paper addresses an important and under-researched gap, with contradictory findings in the existing literature, by compiling and testing the characteristics of male and female CEOs which are not cited in Fortune 1000 reports.
Arguably, this is therefore one of the first papers to study gender differences in total compensation among Fortune 1000 CEOs using a matched sample technique, based on a larger number of female CEOs and a larger number of years than any previous research.