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1 – 10 of over 6000Karen B. Etzkorn and Ashton Braddock
This study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track…
Abstract
Purpose
This study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track faculty in participating in a mentoring relationship and (3) the extent to which faculty perceive mentoring as a critical component of the track to tenure.
Design/methodology/approach
Across a multicampus system of higher education, 1,017 faculty responded to an anonymous online survey that included both quantitative and open-ended items (response rate 51%).
Findings
Although all faculty perceive mentoring as valuable, there are significant differences among junior and senior faculty in their beliefs and perceptions about mentoring, as well as their participation in mentoring relationships.
Research limitations/implications
All five participating campuses operate in the same state under the same governing board, so the findings are not necessarily generalizable to other institutions or populations of faculty.
Practical implications
To support effective mentoring, it is necessary that higher education organizations institutionalize mentoring and develop a purposeful program in which they train/support mentors and allow for flexibility; it is also critical to solicit input from the faculty at various stages.
Originality/value
This study considered multiple aspects of tenure from multiple institution types within a system of higher education. Furthermore, this study compares junior and senior faculty perceptions and outcomes, which few previous studies have done.
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Kathi N. Miner, Samantha C. January, Kelly K. Dray and Adrienne R. Carter-Sowell
The purpose of this project was to examine the extent to which early-career women faculty in science, technology, engineering and math (STEM) experience working in a chilly…
Abstract
Purpose
The purpose of this project was to examine the extent to which early-career women faculty in science, technology, engineering and math (STEM) experience working in a chilly interpersonal climate (as indicated by experiences of ostracism and incivility) and how those experiences relate to work and non-work well-being outcomes.
Design/methodology/approach
Data came from a sample of 96 early-career STEM faculty (Study 1) and a sample of 68 early-career women STEM faculty (Study 2). Both samples completed online surveys assessing their experiences of working in a chilly interpersonal climate and well-being.
Findings
In Study 1, early-career women STEM faculty reported greater experiences of ostracism and incivility and more negative occupational well-being outcomes associated with these experiences compared to early-career men STEM faculty. In Study 2, early-career women STEM faculty reported more ostracism and incivility from their male colleagues than from their female colleagues. Experiences of ostracism (and, to a lesser extent, incivility) from male colleagues also related to negative occupational and psychological well-being outcomes.
Originality/value
This paper documents that exposure to a chilly interpersonal climate in the form of ostracism and incivility is a potential explanation for the lack and withdrawal of junior women faculty in STEM academic fields.
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The purpose of this paper is to explore how the graduate assistants (GAs) are inducted into the system and ethos of the institutions of higher education (IHE) in Eritrea. The…
Abstract
Purpose
The purpose of this paper is to explore how the graduate assistants (GAs) are inducted into the system and ethos of the institutions of higher education (IHE) in Eritrea. The paper serves in the purpose of creating more conducive and supportive work environment in IHE facilitating the socialization of junior faculty members to the culture, standards and system of the institutions.
Design/methodology/approach
The research adhered a combined approach of quantitative and qualitative research methods. Data were gathered through a Likert scale questionnaire and in-depth interviews. The study was conducted in seven IHE involving 165 participants.
Findings
The GAs’ knowledge of job description, access to institutional information, sharing of resources, the quality of guidance and support provided, supervised teaching and feedback are discussed in detail. Results revealed that the GAs shoulder vital responsibilities but they receive poor induction at individual and institutional levels. GAs complain for lack of job description clarity and lack of transparent institutional communication at work. Holding first degree, GAs teach senior courses without any prior induction, pedagogic trainings and unsupervised. The GAs are recruited on the basis of the colleges’ long-term staff development plan, but little is done.
Practical implications
Despite their academic rank, the GAs represent 64 percent of the national academic staff (ADF, 2010). Creating conducive work atmosphere for the junior faculty members in the institutions is a long-term investment on institutional capacity building and quality assurance of the institutions’ performance.
Social implications
Induction of the newly recruited junior faculty members to the social, professional and the institutional ethos is a socialization process that would minimize the professional isolation and inefficiency of new recruits.
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Novell E. Tani, Steven C. Williams, Rochelle Parrish, Cassidy Ferguson, Dominic Burrows and Angelique Reed
Black faculty members navigating the tenure process in higher educational settings, especially historically Black colleges or universities (HBCU), quickly learn within their…
Abstract
Black faculty members navigating the tenure process in higher educational settings, especially historically Black colleges or universities (HBCU), quickly learn within their careers that the job at hand requires a lot of time, energy, and persistence. Extant literature highlights the difficulties Black scholars face in such settings; however, it is vital to shedding light on the positive aspects that occur daily. This chapter highlights a component of collaboration that is often under shadowed in the educational setting, the faculty–graduate student partnership. Given the lack of resources and infrastructural elements that often plague HBCUs, in comparison to other institutions, faculty members inadvertently and unconsciously establish partnerships with advanced undergraduate and graduate students. Without the assistance of young, emerging scholars, tenure-earning faculty may struggle with maintaining a healthy work–life balance. Moreover, forging strong partnerships with mentees aids in faculty and student development alike. This narrative encompasses the views, experiences, and perceptions of a young, tenure-earning faculty member. Additionally, past and present graduate students provide insight on perceptions of faculty–student interactions and their subsequent development as scholars, researchers, and clinicians.
The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.
Abstract
Purpose
The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.
Design/methodology/approach
The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation.
Findings
The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required.
Originality/value
The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.
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Rimjhim Banerjee-Batist and Thomas G. Reio
The purpose of this paper is to examine the relationships between attachment styles, mentoring (psychosocial support and career support), organizational commitment, and turnover…
Abstract
Purpose
The purpose of this paper is to examine the relationships between attachment styles, mentoring (psychosocial support and career support), organizational commitment, and turnover intent of protégés in formal faculty mentoring.
Design/methodology/approach
An internet survey was conducted with a population of 125 protégés in a formal faculty mentoring program at a US university.
Findings
Results from linear regression analyses revealed that protégés’ secure attachment was positively and significantly related with their organizational commitment and was negatively and significantly related to intent to turnover. Additional linear regression analyses revealed that psychosocial support and career support were positively and significantly related with protégé organizational commitment and were negatively and significantly related to intent to turnover. Hierarchical regression showed that secure attachment alone was a unique predictor of protégés’ organizational commitment and intent to turnover. Further, attachment and career support interacted to predict both organizational commitment and intent to turnover.
Research limitations/implications
Although psychosocial support and career support in mentoring influence organizational commitment and turnover intent, protégés who are securely attached experience more support. Furthermore, career support the positive association between secure attachment and organizational commitment and the negative association between secure attachment and turnover intent.
Originality/value
Little research has specifically addressed attachment and its links to mentoring and organizational outcomes such as organizational commitment and turnover intent in the context of faculty mentoring. Therefore, the study contributes to the understanding of how attachment and mentoring influence organizational commitment and turnover intent in academe.
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The purpose of this study was to determine not-yet-tenured university library faculty members’ views of 27 methods their department chair may use to support and enhance the faculty…
Abstract
The purpose of this study was to determine not-yet-tenured university library faculty members’ views of 27 methods their department chair may use to support and enhance the faculty member's professional development. The methods were derived from earlier qualitative research on department chairs in higher education. While academic teaching department chair roles have been the subject of the research literature for many years, little research has addressed library faculty perceptions of the department chair's role. The survey instrument used consisted of two parts: (1) a demographics section, consisting of five questions; and (2) a researcher-developed survey of faculty perceptions of the department chairs’ role in faculty development. Survey participants were asked to rate the importance of methods chairs may use in enhancing the professional activities of faculty. According to the not-yet-tenured library faculty members responding to this study, a chair engaging in the most important practices to enhance their faculty's professional development would be one who utilizes good communication, while acting as an administrative advocate.
Considering the rising number of first generation college students (FGCSs), an increased number of first generation college graduates should be expected. Historically Black…
Abstract
Considering the rising number of first generation college students (FGCSs), an increased number of first generation college graduates should be expected. Historically Black Colleges and Universities have long served as a landing place for these students. While research has focused on the barriers to access and persistence for this population, there has been little discussion about the FGCSs that attend college, obtain degrees, and go on to serve in their disciplines and contribute to their communities. Having been a FGCS, now serving as a tenure-track faculty member at a Historically Black institution, I have been compelled to explore and initiate a dialog regarding the experience of being, First, still. “It” does not end with degree completion.
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Business schools offer a unique window into the making of corporate morals since they bring together future executives at formative moments in their professional lives. This paper…
Abstract
Business schools offer a unique window into the making of corporate morals since they bring together future executives at formative moments in their professional lives. This paper relies on an analysis of faculty’s teaching tasks at the Harvard Business School to better understand the making of corporate morals. More specifically, it builds on a coding of teaching notes used by faculty members to highlight the importance of silence in promoting a form of moral relativism. This moral relativism constitutes, I argue, a powerful ideology – one that primes business leaders not to vilify any moral stand. In such a context, almost anything can be labeled “moral” and few behaviors can be deemed “immoral.”
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Cheryl L. Burleigh, Margaret Kroposki, Patricia B. Steele, Sherrye Smith and Dara Murray
The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs…
Abstract
Purpose
The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.
Design/methodology/approach
The authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.
Findings
Through this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.
Practical implications
Developing coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.
Originality/value
This is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.
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