Advance or retreat? Young female faculty members’ contradictory choices and coping strategies in Chinese elite universities

This research develops and validates a measurement scale for sexual harassment in higher education using Churchill's criteria for scale development to better understand the experience of young female faculty members. For this purpose, the researchers used a sequential mixed methods approach. Following a critical review of the literature, in-depth interviews were conducted with young female faculty members who are in the early stages of their academic careers.
 The results informed the design of the research instrument, pretested with a small sample of young female faculty members, and then self-administered to a larger sample of young female faculty members. The data were initially analyzed using exploratory factor analyses before being validated through confirmatory factor analysis (CFA). The three dimensions of the final scale: the extent of the risk, weight of culture, and acts of sexual harassment showed good reliability values of 0.838, 0.816,0.821, respectively. The final scale also showed a satisfactory convergent validity value for the first dimension “0.53”, the second dimension “0.56”, and the third dimension “0.55”.The scale paves the way for future research and awakens the audacity of researchers to better understand the experience of female academic staff, especially young female faculty members.

The present paper aims at contributing to improve young STEM faculty members' training, by focusing on exploring the potential of peer observation in fostering reflection on teaching practices. To this end, two young faculty members were involved as observers of the lessons of a more experienced teacher, using a specific observation protocol, that is COPUS model. The collected data from comments provided during observations, the observers’ feedback on their experience in the observer’s role and final interviews which focused on the role of peer observation in faculty development are holistically analyzed. The obtained results show that peer observations using COPUS, combined with well-structured feedback sessions and interviews, encourage young faculty members to deeply reflect on their past and future teaching practices and, hopefully, enhance their teaching practice.

PurposeThe study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.Design/methodology/approachThe 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.FindingsThe 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/valueThe 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.

Stephen G. Young

This study explored the development needs, prospects and opportunities of young teachers in local Universities and consequently proposed measures need to be taken for them. Using random sampling, 1008 full time young faculty members from 8 provinces in Chinese local Universities were selected as respondents. Based on SPSS22.0 Statistical analysis, the following conclusions were arrived by the researcher: 1) The young faculty member respondents need these competencies to a great extent: instructional development, research professional development, organizational development and personal development. 2) There is no significant difference in the extent of the young faculty members' needs when their profiles are taken as factors. 3) Local universities provide human resources, logistics, budget and policy opportunities for young faculty member, which are insufficient. Therefore, it was suggested that Local Universities should increase the development of teachers' human resources, innovate the mechanism, expand financial revenue, establish the support system to promote the development of young teachers.

Influencing career decisions in pediatrics*1

Back to table of contents Previous article Next article Book ReviewFull AccessThe Handbook of Career Development in Academic Psychiatry and Behavioral SciencesGina Perez-Madrinan M.D.Gina Perez-Madrinan M.D.Search for more papers by this authorPublished Online:1 May 2007https://doi.org/10.1176/ps.2007.58.5.720AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail As an academic psychiatrist early in my career, I found the Handbook of Career Development in Academic Psychiatry and Behavioral Sciences to be extremely practical, useful, and motivating. The strengths of this handbook are its organization, appeal to a wide audience, discussion on medical education, and emphasis on mentorship. I would enthusiastically recommend this book to academic psychiatrists and residents. The organization and seamless flow between a broad range of topics make this handbook effortless to read. Even though several authors contribute to various chapters, this book shifts smoothly from topic to topic. Each chapter has an appropriate depth of information and a similar structure that allows the reader to comfortably pick and choose chapters in any order. Every chapter is followed by specific questions for a mentee to discuss with a mentor, thus enhancing the valuable time spent with a mentor. Additionally, the Internet and journal resources listed throughout each chapter are another way to extend the life of the book, pointing the reader in a direction for the most up-to-date information.Residents, young faculty members, and psychiatrists making a career shift are the ideal audience for this handbook. The sections correlate easily into various stages of one's career. Yet the chapters for residents can also be reread as an attending in a mentoring role. I am impressed by the variety of chosen topics that apply to young researchers, clinician-educators, interns, residents, faculty with a clinical focus, as well as psychiatrists in administrative or leadership roles. For example, the chapter on giving feedback can be used not only for residents but also when managing a treatment team on a unit or research team in a lab.Although all of the selected topics are useful, I was specifically drawn to the section on becoming an educator, because it provides a basic framework for teaching in various settings, giving feedback, and writing letters of recommendation. The information about medical education is useful even if one's career focus is not teaching. For example, the chapter on teaching a large or small group can also apply to researchers or administrators giving formal talks or teaching staff members. With the requirements from the Liaison Committee on Medical Education and Accreditation Council for Graduate Medical Education for residents and faculty to receive training about educating medical students, this book provides a clear starting point for a discussion about medical education in a variety of contexts. Also, giving feedback and writing letters of recommendation are often seen as daunting tasks for inexperienced residents and faculty, but this handbook offers a clear framework for approaching these tasks with tips on avoiding common pitfalls.In addition to the practical suggestions for planning and executing a psychiatric career, the book emphasizes the importance of mentorship and taking care of oneself. Throughout the text, the reader is reminded that a career in academic psychiatry cannot be accomplished without the guidance of more experienced people. This is comforting and a good reminder for the often overextended and overwhelmed faculty member. The book itself feels like a pocket mentor with timeless advice for many stages of a career.In conclusion, I extend my highest praise for this handbook. Reflecting on my experience as a resident and a new graduate applying for an academic position, it is a perfect guide for trainees and young faculty entering an academic career. I wish someone had given this as a gift to me when I entered residency. It is welcoming, not intimidating, offers practical advice, and manages to motivate rather than overwhelm the reader. Thank you to the authors and publisher for taking the time to carefully plan and write such a helpful guide.Dr. Perez-Madrinan is director of medical student education at the Department of Psychiatry, University of Maryland, Baltimore. FiguresReferencesCited byDetailsCited ByNone Volume 58Issue 5 May, 2007Pages 720-721PSYCHIATRIC SERVICES May 2007 Volume 58 Number 5 Metrics PDF download History Published online 1 May 2007 Published in print 1 May 2007

Factors that Affect Relationships at Workplace with Supervisors: Perception of Young Female Faculty Members from Kazakhstan

Historical perspectives of The American Association for Thoracic Surgery: D. Craig Miller (1946-)

Horace W Davenport

Editorial

The road to professionalism: Reflective practice and reflective learning

This ethnographic compilation is the result of a course exercise in qualitative research. A current student of Texas Tech University interviewed an 87-yearold faculty member from the 1950s, comparing her experiences to those of the author in similar, present-day academic environments. The author developed the format of the paper as letters between a young faculty member and her experienced grandmother. Results of the study reflect many similarities between the experiences of past female faculty members and female faculty of today; the exercise does convey, however, many advances for women in the academic culture as well. Finally, the recorded experiences of the older woman support those scenarios highlighted in the study of higher education’s history.

This study explores the research question: Does the promotion system in Taiwan reward faculty research productivity? By conducting event history analyses, I have demonstrated that the simple answer to the question is ‘yes.’ After controlling for the effects of demography, education, institutions and seniority, the discrete‐time logit models indicate that the number of research publications predicts the odds of promotion well. Although the promotion system is unquestionably effective in rewarding research productivity for at least some faculty, whether the system is truly universalistic or equitable remains an open question. Female and younger faculty members are clearly disadvantaged in seeking promotion. Future research is recommended to study how particularism operates in the Taiwanese academic community.

Growth in health care market competition and the concomitant increasing dependence of academic health centers on clinical revenues may require medical school faculty to increase patient care activity, perhaps at the expense of research and teaching. However, the relationship between health care market competitiveness and the activities and attitudes of medical school faculty has not been established. To examine the relationship between market competitiveness and the activities and attitudes of medical school faculty members. Mailed survey of 3394 life-science faculty in the 50 universities that received the most funding from the National Institutes of Health in 1993. Medical schools in research-intensive universities. A total of 2167 faculty responded to the survey (response rate, 64%). We analyzed the responses of 1671 medical school research faculty located in markets of differing health care competitiveness, ranging from least competitive (stage 1) to most competitive (stage 4) markets. The number of publications in refereed journals in the last 3 years, the average number of hours per week of teaching contact, whether faculty in clinical departments had patient care responsibilities, and measures of departmental community, cooperation, and conflict. Clinical researchers in stage 1 and 2 markets published more scientific articles than those in stage 3 markets (14.5 vs 12.6, P=.04) or in stage 4 markets (14.5 vs 12.0, P=.03). Among 96 young faculty (professional age-<10 years) in clinical departments, 11 (44%) of those in stage 1 and 2 markets had patient care duties compared with 32 (56.1%) of young faculty members in stage 3 markets (P=.04) and 12 (85.7%) of those in stage 4 markets (P=.01). The percentage of senior faculty in clinical departments (n=691) with patient care responsibilities did not differ significantly by market stage. Compared with faculty in less competitive markets, faculty in stage 4 markets perceived lower levels of departmental cooperation and higher levels of conflict. Increased competitiveness of health care markets seems to hinder the capacity of academic health centers to conduct clinical research and to foster the careers of young clinical faculty.