Academic Workplace Research Articles

Demonstrating Equitable and Inclusive Crisis Leadership in Higher Education

Academic leadership faces tremendous pressure to build sustainable environments that demonstrate a commitment to the principles of inclusive excellence. Currently, the convergence of dual global crises—the COVID-19 pandemic and reckoning of systemic violence and racism toward individuals from historically marginalized and oppressed groups—has led to prioritizing impactful inclusive excellence leadership processes that address justice, equity, diversity, and inclusion. However, too often, in times of crisis, the strategic prioritizing and, more importantly, allocation of resources to support inclusive excellence initiatives are seen as secondary, tangential, or nonessential to the core operational mission of academic units. In this article, the authors discuss the unique realities, challenges, and opportunities academic leaders face when leading an equitable and inclusive academic workplace and culture during and after a crisis. The authors provide fundamental inclusive excellence and justice, equity, diversity, and inclusion terminology and definitions. In addition, the authors provide attributes, behaviors, and action steps for demonstrating equitable and inclusive crisis leadership.

For political geographies of fertilities

Debates ranging from parental leave within universities to abortion rights, ‘anchor babies,’ racialized maternal mortality, and the continued disproportionate role of indigenous children within foster care systems demonstrate the wide range of politics informed by fertility. In this paper, I aim to prompt further academic research and personal reflection about the politics that underpin questions about fertility and the life course. There is an analytic potential and political urgency to understand these debates under the conceptual umbrella of ‘political geographies of fertility,’ as matters of fertility cross disciplinary and subdisciplinary boundaries and are – literally – matters of life and death. In this paper, I argue for framing fertility as a continued state of being, an anticipatory weight, that influences lives, behaviors, and politics at a variety of scales, from the border and the nation-state to academic workplaces and the body. By considering the range of spaces and scales where the politics of fertility take shape, I hope to encourage future researchers to devote attention to what gets made political through fertility – including but not limited to the biological events of reproduction.

Transformative Collaborations

Abstract. The COVID-19 global pandemic has highlighted and exacerbated existing gender-based inequities in the workforce. A research collective developed by academic mothers with young children (“motherscholars”) emerged as a solution to address some of the constraints particularly faced by mothers in academia. The Motherscholar Collective was formed to research the effects of the pandemic on the work and personal lives of academic mothers with young children. Focus group interviews of participants explored how the Motherscholar Collective has provided relief from the sources of threat generated and amplified by the pandemic. Findings showed that participation in the Collective was transformative. Key themes, including flexibility, collaboration, validation, and empowerment, reflect how the Collective contributed to motherscholars' sense of authenticity as scholars by facilitating a harmonious integration of their professional and personal identities. The resulting implications for academic workplaces suggest opportunities for institutional improvement toward the end of transformational empowerment for motherscholars in academia.

Impostor Phenomenon and Discipline-Specific Experiences of Violence in Science, Technology, Engineering, and Mathematics

Impostor phenomenon (IP) engenders persistent, self-deprecating beliefs of fraudulence for those who cannot internalize success and fear that they have fooled others into overestimating their abilities. Although well documented in science, technology, engineering, and mathematics (STEM), discipline-specific experiences of IP within STEM are not well explored, but could illustrate if there are nuances within STEM disciplines. This qualitative study examined discipline-specific experiences of IP due to academic workplace violence. Semistructured interviews from 34 United States-based, female PhD students were analyzed qualitatively using constant comparative method. Participants were recruited using convenience/snowball sampling for a brief survey and further interviewed based on certain eligibility criteria. Findings suggest that IP related to three types of disciplines, those involving outdoor fieldwork (e.g., geology), those with a predominantly higher number of men (e.g., physics), and those with a predominantly higher number of women (e.g., biology). Academic workplace violence included nonphysical abusive behavior, gender-based harassment, incivility, unwanted sexual attention, abusive supervision, and microaggressions. While those experiencing IP due to workplace violence were all women, perpetrators included men and women in positions of power (e.g., PhD advisors) as well as male peers. Findings enriched our understanding of IP experienced as a result of academic workplace violence.

Heeding the call of science: What leads PhD graduates to pursue an academic career?

The academic workplace has undergone substantial changes over the past decades. However, the implications of these developments for the career choices of junior scientists, i.e., PhD graduates, are largely unexplored. In this study, we build on the basic premises of social cognitive career theory (SCCT) to investigate the personality-related, behavioral, and environmental factors that lead individuals to pursue an academic career. Using panel data from a cohort of PhD students who graduated in the 2014 academic year in Germany, we find that factors from these three categories influence PhD graduates’ career decisions, although some factors do not (or do not only) have a direct influence, but interact with the other factors. Our results show that PhD graduates’ involvement in research collaborations and their level of intrinsic motivation are the most important factors influencing their decisions to stay in academia, and that the former strengthens the influence of the latter. Our findings may encourage researchers to further investigate the applicability of SCCT to PhD graduates’ decisions to choose an academic career.

Peer Pressure of Publishing or Perishing (PPPP)

Researchers create or improvise knowledge by innovating concepts, methods and/or interpretations. Scientific research and scientific writing seem to be inseparable in this modern world for professional existence. Publications are important to give a thrust and positive boost up in your career. Since last decade, research has taken a new horizon. Medical schools and universities frequently use the quantification of publication as the measure of a scholar’s academic competency. Publications are an essential and sometimes the sole criteria considered during recruitments. The numerical value of the published work is taking a leap step ahead of the quality of research. Scholars, who do not have the aptitude of publishing frequently or who focus more on their clinical work and teaching activities to shape up the undergraduates’ and postgraduates’ future, may find themselves out of this professional race. Each individual faculty of the medical institutions is unique research scholar. There is an upcoming trend that unless they pen down their research, they will be undervalued in the academic workplace. This undue “Peer Pressure of Publishing or Perishing” is floating as the new “Catch Phrase” of the professional era.

‘And we gossip about my life as if I am not there’: An autoethnography on recovery from infidelity and silence in the academic workplace

In this autoethnography, I engage with betrayal trauma from my husband’s infidelity as it relates to recovery and my academic identity, and my work performance. As I navigate between the trauma, the stigma and taboo, the shame and lack of knowledge, my responsibilized academic self, the collegial interactions, and the question of whether keeping silent robbed me of my voice, I distinguish toxic secrets, hurtful silencing and healing silence. Although the exploitative nature of the academic workplace had never been more visceral, I also found that a tending silence contributed to my protection and my recovery. In silence, my academic life is opening up to embracing needs rather than enduring hardships, to inviting rather than striving, to vulnerability rather than empowerment.

Bystander training for faculty: A promising approach to tackling microaggressions in the academy

Microaggressions present significant barriers to entry and advancement for faculty from traditionally marginalized groups, yet workplace interventions to stymy them remain undocumented in the literature. The purpose of this study was to evaluate the impact of bystander training to deal with subtle expressions of bias in the academic workplace. We developed a 2-h interactive bystander training workshop that specifically addressed intervening in microaggressions university faculty experience; approximately 21% of the full-time faculty participated in the training. Results indicate that post workshop, participants endorsed higher levels of likelihood of bystander intervention and higher levels of bystander efficacy to deal with microaggressive events (compared to pre-test 4 days before the workshop); scores on these measures remained significantly greater than pre-test at both 6-week and 12-week follow-up. Furthermore, preliminary evidence suggests that both likelihood of bystander intervention and bystander efficacy scores predicted self-reported bystander behavior at both 6 and 12 week follow up. These findings suggest that bystander training may be a promising approach to tackling microaggressions faculty experience in higher education.

Evaluation of a Behavioral Self-care Intervention Administered through a Massive Open Online Course

ABSTRACT Background: Previous research reported the effectiveness of a curriculum-based self-care intervention for students administered in the context of a course on behavior change. Purpose: The study evaluated the effectiveness of the self-care intervention for learners in a publicly available massive open online course (MOOC), who completed the course during the COVID-19 pandemic. Methods: Participants were 216 learners enrolled in Coursera’s Health Behavior Change – From Evidence to Action in March 2020 – January 2021. The intervention consisted of behavior change assignments designed to increase health-promoting behaviors within three domains (nutrition, physical activity, and mental health). Course assignments were to apply behavioral principles to modify health behaviors. Outcomes included measures of physical wellbeing, depression, anxiety, perceived stress, and self-efficacy. Results: Health promotion behaviors and measures of physical and mental health showed significant improvements over the course of the semester. Discussion: The study provides support for the effectiveness of a brief self-care intervention for learners in a publicly available MOOC. Translation to Health Education Practice: This publicly available intervention can support learner well-being in a variety of academic programs, community, or workplace settings.

The Specter of Motherhood: Culture and the Production of Gendered Career Aspirations in Science and Engineering

Why are young women less likely than young men to persist in academic science and engineering? Drawing on 57 in-depth interviews with PhD students and postdoctoral scholars in the United States, we describe how, in academic science and engineering, motherhood is constructed in opposition to professional legitimacy, and as a subject of fear, repudiation, and public controversy. We call this the “specter of motherhood.” This specter disadvantages young women and amplifies anticipatory concerns about combining an academic career with motherhood. By specifying (1) the content of cultural discourses about motherhood in academic workplaces and (2) the processes by which these ideas circulate, produce disadvantage, and inform young, childless scientists and engineers’ career plans, our findings offer novel insight into mechanisms contributing to inequality in academic careers.

Training and Practice of Instructional Librarians: Cross-Population and Longitudinal Perspectives

ABSTRACT This study examines the perspectives of instructional librarians, academic library administrators, and library school educators regarding the training and practice of instructional librarians. Semi-structured interviews were conducted with n = 37 participants from the three populations within the US and Canada. Inter-group responses were compared to explore similarities and differences between the groups. Responses were also compared to those from a similar study conducted in 1993. Findings indicate that training and practice related to instructional librarianship have changed over time. Compared to observations from 1993, librarians, administrators, and educators today observe that the demand for instruction has increased in the academic library workplace, fewer librarians enter the workplace with previous teaching experience, and library schools do a better job at providing instructional training than before. However, all respondent groups today placed increased responsibility on library schools to provided instructional training. Participants from all three populations today believe that library schools should continue to train students in instructional skills, although alternative modes of training were also recommended.

Competing values at public universities: Organisational cultures and job demands‐resources in academic departments

AbstractDiverse influences on national higher education (HE) systems result in variability in organisational cultures in academic workplaces. We implemented the competing values model of organisational culture to explore the departmental cultures at Czech public universities and the workplace perceptions of academics from different cultures. The participants (n = 2,229) completed an electronic questionnaire including the Organizational Climate Measure (OCM) as an indicator of departmental culture. The OCM dimensions were processed by k‐means cluster analysis, with four emerging clusters in the competing values dimensions of internal–external orientation and low–high control. The clusters included self‐actualisation (internal/external, low control), collegial (internal/low control), performance, (external/high control), and fraternity (internal/high control). We argue that the resulting clusters draw from different models of HE governance that historically shaped Czech HE, including state‐controlled, market and academic self‐governance. Work environment variables related to academic leadership were most significant in distinguishing between the clusters, especially along the control dimension.

The Relationship between Research and Casework in Forensic Entomology.

Simple SummaryForensic entomology concerns the use of insects as evidence in legal investigations. Many sorts of investigation can benefit from an interpretation of insects associated with the crime scene, but insect evidence is most frequently used in investigations of death. The interpretation of insect evidence in casework is guided by the data supplied through research. Such data are essential to improve the casework interpretation of insect evidence, thereby improving the robustness of the legal systems in which it operates. This paper explores the mutually beneficial relationship between research and casework in forensic entomology, contrasting the different challenges that each presents and giving examples of how each can support the other in delivering results of real societal benefit. It is written from the perspective of the Criminal Justice System of England and Wales, but many of the points raised are relevant to legal systems worldwide.Research is a vital component of all forensic sciences and is often stimulated by casework, which identifies gaps in our knowledge. In such a niche area of forensic science as entomology there should be a close and mutually beneficial relationship between research and casework: to some extent there is a continuum between the two and many forensic entomologists are involved in both to a greater or lesser degree. However, research and casework involve quite differing challenges, from the replicated, highly controlled, sometimes esoteric aspects of research to the very individual, sometimes chaotic and disruptive, but highly applied aspects of casework. Ideally casework will include the full involvement of a forensic entomologist, who will collect the insect and climate evidence at the scene and produce a robust expert witness statement based on a full analysis of this data. Unfortunately, it can also include situations where samples, if collected at all, are poorly preserved, not representative of the full cadaver fauna available and presented to the entomologist months or years after the event, without local temperature data. While research is recognised through publications and their citation indices, casework and its associated expert witness statements often receive no credit in an academic workplace, although they do have a positive societal impact and many other benefits of teaching and public engagement value. This manuscript examines the relationship between research and casework from a UK perspective, to raise awareness of the need to create an environment that values the contribution of both, for future generations to flourish in both areas.

Envisioning an Ethical Climate in Nursing Education Programs

The importance of creating healthy and ethical work environments in the clinical setting has been a focus in nursing for several years. However, research has found that incidents of incivility and bullying occur in academia as well. Nurse educators often face complex situations in the academic workplace that have ethical implications, including relationships with each other, academic administrators, and students. A review of the evidence indicates that studies have considered the importance of creating an ethical environment in nursing practice, and incivility, but few have focused on healthy work environments in academia. This article presents the nine provisions of the ANA Code of Ethics for Nurses in the context of the nursing academic environment as a framework to discuss the philosophical and practical importance of envisioning an ethical environment within academic settings. Examples of relationships are provided that demonstrate a positive ethical climate or illustrate areas in need of reflection for improvement, with suggested implications for practice.

The healthcare redesign student experience: qualitative and quantitative insights of postgraduate work-integrated learning

ABSTRACT A challenge for providers of work-integrated learning courses is delivering a meaningful learning experience for students, while collaborating with organisations to ensure adequate support. Evaluating student experience has traditionally been about collecting feedback on teaching methods, course content and learning outcomes, rather than the educational influence of student interactions with people, places and systems at their workplace. The aim of this mixed-methods study was to evaluate the student experience within a workplace-integrated healthcare redesign postgraduate course and understand how it affects student learning. Ninety-nine graduates of the course completed an online bespoke survey indicating their levels of satisfaction with the course, including delivery, support and goal achievement. In addition, 10 graduates participated in semi-structured interviews where they shared their overall experience with the course, including barriers and enablers to completion, the balance between academic requirements and workplace responsibilities, and the influence of educators on their achievements. The results suggested that social interaction, communication, and knowledge and skills development were highly valued by students, and that resourcing, course structure and organisational support were significant factors that influenced student outcomes. Cross-discipline interaction and networking opportunities further enhanced student learning. Study findings indicated that a blended model of learning involving workplace project-based activity and traditional academic delivery provided meaningful, practice-relevant learning opportunities and enriched the student experience.

MANAGING CHANGE IN A COMPLEX, COMPETITIVE, CHANGING HIGHER EDUCATION ENVIRONMENT IN SOUTH AFRICA

Ponte Academic JournalJun 2021, Volume 77, Issue 6 MANAGING CHANGE IN A COMPLEX, COMPETITIVE, CHANGING HIGHER EDUCATION ENVIRONMENT IN SOUTH AFRICA Author(s): Jeremiah MadzimureJ. Ponte - Jun 2021 - Volume 77 - Issue 6 doi: 10.21506/j.ponte.2021.6.7 Abstract:It is evident that, managing change in a complex, competitive, changing higher education environment in South Africa requires skilled leadership and management. For that reason, the purpose of this article is to evaluate how the change within the university would be managed. Increasing participation of management and students’ structures in higher education is a critical strategy for managing change in a complex and competitive higher education environment. South African higher education institutions are facing the on-going challenges of change to equitability society. This article clarified that, the changing nature of the academic workplace needs human resource managers, specialists, and academics to move their attention. Unwarrantable work and demographic changes are the two relevant concepts which will affect the future of work. As institutes remain to seek liveliness to uphold the university’s competitive gain and managements document rules to agree to liveliness through modifications in employment regulations, it will meaningfully escalate dangerous employment. Download full text:Check if you have access through your login credentials or your institution Username Password

The Construct of English Competence and Test Design for Non-English Major Postgraduates

In this study, the construct of English competence for non-English major postgraduates is defined as the ability to effectively use various strategies and comprehensively exert the ability of reading, listening, writing, speaking and translation with academic, world, linguistic and intercultural knowledge in academic activities, classroom learning and workplace. Based on this construct, an English proficiency test for non-English major postgraduates is developed.

Attitudinal Attributes of Professionalism in Health Sciences Librarians

The establishment of professional credentials within health sciences librarianship has become an important initiative; however, the examination of librarian attitudes about professionalism has not been examined. This study aims to determine attitudes toward professionalism in health sciences librarians and examine relationships among degrees of professionalism utilizing a cross-sectional online survey of health sciences librarians registered on several library professional organization listservs. Collected data included socio-demographic information, work settings, and work responsibilities. The Hall Professionalism Inventory was used to measure participants’ professionalism. Several factors influence health sciences librarians’ attitudes toward professionalism, including academic degrees, workplace settings, and primary work responsibilities.

Tackling Gender and Racial Bias in Academic Emergency Medicine: The Perceived Role of Implicit Bias in Faculty Development.

BackgroundGender and racial disparities in academic medicine have recently garnered much attention. Implicit Association Tests (IATs) offer a validated means of evaluating unconscious associations and preferences. This study examines the perceived role of implicit bias in faculty development in academic emergency medicine (EM).MethodsEM faculty at a large urban academic medical center were invited to independently participate in a self-reflection assessment in preparation for a faculty retreat session discussing diversity, equity, and inclusion. Participants completed two IATs designed to examine gender associations (gender IAT) and race preferences (race IAT) followed by a short anonymous survey where IAT scores were recorded. The survey also captured demographic information and perceptions about the impact of gender and racial biases in faculty development.ResultsForty faculty members (66%) completed the survey; 70% were male and 80% white. The majority (59%) reported gender IAT results indicating automatic male-sciences and female-liberal arts associations. Nearly half (45%) reported race IAT results indicating an automatic preference for white people. More than 70% of males reported that faculty recruitment, development, and promotion decisions were ‘never’ or ‘seldom’ affected by gender bias, while more than 80% reported racial bias ‘never’ or ‘seldom’ affects these decisions. Female faculty more frequently perceived adverse effects of unconscious gender and race biases.ConclusionOur group of academic physicians reported IAT results showing different levels of implicit bias compared to the general population. Female faculty may be both more aware of and more susceptible to the adverse effects of unconscious biases. Further study is needed to determine both the extent to which unconscious biases affect the academic workplace, as well as ways in which such unintentional forms of discrimination can be eliminated. Unconscious biases are not unique to EM. Intentional efforts to increase self-awareness of these 'blind spots' may help mitigate their impact and foster a more diverse and inclusive healthcare environment.

Everyday sexism and racism in the ivory tower: The experiences of early career researchers on the intersection of gender and ethnicity in the academic workplace

AbstractThe academic workplace is often described as a place of merit and equal opportunities. However, research shows a leaky pipeline where the share of women and people of color decreases in the higher echelons of academia. Explanations are often structural, referring to the access barriers women are confronted with, such as hiring and recruitment. This research investigates what goes wrong in the early phases of a female academic's career. From an intersectional perspective, I study the experiences with everyday sexism and racism of PhD and postdoctoral researchers across disciplines. After conducting 50 in‐depth interviews, four processes are discovered: smokescreen of equality, everyday cloning, patronization, and paternalism.