Tenured Faculty Research Articles

An examination of ethical leadership in academia: a study of accounting faculty

ABSTRACT This study reports on accounting faculty perceptions of ethical tone-at-the-top (TATT) – indicative of ethical leadership – and explores the relationship of TATT to faculty job satisfaction. Both constructs have international applicability. A sample of 539 survey responses from United States accounting faculty provided data for the analyses. Job satisfaction and perceptions of TATT, proxy measured with the Ethical Leadership Scale and the Behavioral Integrity scale, were found significantly and positively related. Most accounting faculty perceived an ethical TATT, and most faculty were satisfied with their jobs. Nevertheless, about a third did not affirmatively indicate that their direct supervisor reflected an ethical TATT and about a fifth did not affirmatively indicate that they were satisfied with their jobs. Female faculty compared to male faculty, and tenured faculty compared to non-tenured faculty, had lower perceptions of the TATT of their direct supervisors and had less job satisfaction. By improving the TATT in accounting departments, academic leaders can perhaps retain more faculty, decrease unethical behaviors, and provide improved ethics training to future accountants.

Underrepresented minority faculty in the USA face a double standard in promotion and tenure decisions.

Underrepresented minority (URM) faculty face challenges in many domains of academia, from university admissions to grant applications. We examine whether this translates to promotion and tenure (P&T) decisions. Data from five US universities on 1,571 faculty members' P&T decisions show that URM faculty received 7% more negative votes and were 44% less likely to receive unanimous votes from P&T committees. A double standard in how scholarly productivity is rewarded is also observed, with below-average h-indexes being judged more harshly for URM faculty than for non-URM faculty. This relationship is amplified for faculty with intersectional backgrounds, especially URM women. The differential treatment of URM women was mitigated when external reviewers highlighted candidates' scholarship more in their review letters. In sum, the results support the double standard hypothesis and provide evidence that different outcomes in P&T decision-making processes contribute to the sustained underrepresentation of URM faculty in tenured faculty positions.

‘My research agenda may never recover’: pandemic work-life demands and obstacles to career advancement for faculty mothers

ABSTRACT Historically, university systems have maintained gender inequities that facilitate promotion and advancement for Caucasian men, while creating barriers to career advancement for women and marginalised groups. Significant obstacles have existed for faculty mothers who have attempted to fulfill responsibilities as both mother and worker, particularly amid the COVID-19 global pandemic. The purpose of this study is to explore how, during the health crisis, faculty mothers perceived their experiences to impact their research productivity. Based on demographic and open-ended questionnaire data from 134 study participants in the United States, the findings suggest that as supportive duties demanded participants’ prompt attention, research was pushed to the side, resulting in perceived threats to faculty mothers’ careers. Given the value many institutions place on publications in the hiring, tenure, and promotion process, decreased or stalled publications could result in career repercussions. Specifically, participants viewed losses in research productivity as hindering job mobility for adjuncts and instructors; creating barriers to tenure and promotion for tenure-track faculty; and stalling career advancement for tenured faculty.

From Institutional Trauma to Institutional Healing

The societal struggles in American higher education have intensified in recent years, impacting various facets of academic life. Enrollment declines, rising costs, student debt, and emerging alternatives pose significant threats to colleges and universities. The COVID-19 pandemic further strained institutions, leading to deeper budget cuts and potential closures. Falling tuition revenue coupled with culture wars and political polarization have led to prolonged institutional trauma in higher education institutions. Conservative-leaning states have restricted faculty tenure, courses dealing with social and political inequity, and DEI initiatives, while progressives emphasize universities’ role in fostering critical thinking and truth. Organizational trauma can significantly impact an organization’s well-being. It can arise from a single catastrophic event or persistent issues such as workplace biases, discrimination, and poor communication. For many campuses, this manifests as chronic stress, apathy, and mental health challenges, leading to turnover of faculty and staff and low productivity. Understanding and addressing organizational trauma is crucial. Strategies include fostering resilience through supportive leadership, trust-building, and inclusive practices. Thoughtful solutions and collective efforts are needed to heal and strengthen American democracy. The 2024 elections remain uncertain, raising questions about the future of not only higher education, but American democracy. Addressing these challenges requires a concerted effort to bridge divides, promote critical thinking, and uphold the purpose of higher education. The path forward remains complex, but collective action is essential to repair and strengthen American civic health.

Embodied curriculum mapping as a foundation for critical self-reflection and culture change

This article describes a first-person qualitative research study to understand how common pedagogical approaches and cultural learning environments in STEM impact individuals. Prior to the study, the author observed that many students who were successful in advanced undergraduate neuroscience courses reported having struggled academically, socially, or emotionally in introductory STEM courses. The objective was to generate new ideas for approaches to address high rates of student attrition from introductory STEM courses related to this full range of issues through curriculum development. The author, a neurobiologist and tenured faculty member at the institution, audited four introductory STEM courses: Introduction to Cellular and Molecular Biology, Atoms & Molecules, Calculus 1, and Introductory Physics 2: Electromagnetism, Optics, and Modern Physics, offered by tenured colleagues in four different departments. A total of approximately 600 hours was spent by the author attending lectures, participating in classroom activities, completing homework, and studying for assessments. Homework, quizzes, and exams were marked by the course faculty using the same criteria as were applied for student work. In addition to measures of academic performance collected through the normal assessments, the author made note of her own emotional responses throughout the course of the study, which is why the process was dubbed ‘embodied’ curriculum mapping. The emotional responses revealed high levels of emotional stress associated with assessment, sensitivity to disciplinary boundary reinforcement, and a complex role of social and academic identity in all aspects of the experience. Given the first-person nature of the study, the potential future generalizability of the findings must be considered in light of the various revealed aspects of identity and experience of the author and subjected to further study using a broader range of empirical methodologies. The focus of this article’s conclusions and recommendations is therefore the impact of the process on the author and the potential for a similar process to serve as a foundation for critical self-reflection and learning for other STEM educators. The author recommends the process as a generative tool for pedagogical innovation and building faculty capacity for culture change in STEM.

Practice Faculty Also Need Sabbatical Leaves

The academic sabbatical in higher education has been used as a tool for personal and professional growth. Although sabbaticals for tenured faculty have been widely accepted and utilized, their use for nontenure, contract, and practice-based faculty are not well-understood. To explore the reason behind this, the authors undertook focus sessions among practice faculty who had taken a sabbatical leave or were considering a sabbatical leave. Two themes emerged from the conversations with participants: (theme 1) practice faculty assume they are not eligible for sabbatical leaves and (theme 2) practice faculty assume sabbaticals must result in/lead to significant grant funding. Based on these results, sabbatical leaves appear to be under offered to and misunderstood by practice pharmacy faculty. In a time where pharmacy programs are struggling to recruit and retain practice faculty required to prepare the next generation of pharmacists, sabbaticals for practice faculty may be an effective strategy to support practice faculty and incorporate innovation into educational experiences. We hope that this project stimulates a broader conversation within pharmacy academia about the importance of investment in our critically important practice faculty.

Tenure Bans: An Exploratory Study of State Legislation Proposing to Eliminate Faculty Tenure, 2012-2022

Tenure Bans: An Exploratory Study of State Legislation Proposing to Eliminate Faculty Tenure, 2012-2022

Gender and the h-index in epidemiology

Gender-Based differences in h-indices across fields, including psychology, social work, and the biomedical sciences have been reported. These differences are persistent across all faculty ranks, including assistant, associate, and full professors, but may be larger for early career and senior faculty. Even with these known biases, the h-index remains a widely used metric of the productivity and impact of research scientists and university faculty. Recently, several studies have drawn attention to the potential for a widening gender gap in academic metrics given the ways in which gendered roles, and thus research productivity, were inequitably impacted by the COVID-19 pandemic. We describe the association between gender and h-index among a sample of tenured faculty from epidemiology departments in Schools and Programs of Public Health. Gender explained 1.2% of the variance in h-indices; after adjustment for professional age, gender explained only 0.1% of the variance. There was also crossover interaction for professional age and gender, with women having lower h-indices in early career yet overtaking males later. If h-indices are utilized as metrics for promotion and tenure, or as criteria for appointments to leadership or other roles, gender bias will continue to limit early- and mid-career women’s inclusion and advancement.

Racial and Ethnic Composition of Departments of Health Policy & Management and Health Education & Behavioral Sciences.

The diversity of racial/ethnic representation in the health services and policy research (HSPR) workforce plays a crucial role in addressing the health needs of underserved populations. We assessed changes (between 2012 and 2022) in the racial/ethnic composition of students and faculty from departments of Health Policy & Management (HPM) and Health Education & Behavioral Sciences (HEBS) among the Association of Schools and Programs of Public Health member institutions. We analyzed annual data from over 40 institutions that reported student and faculty data in 2012 and 2022 within each department. Racial/ethnic populations included American Indian/Alaska Native (AI/AN), Asian, Hispanic, Native Hawaiian/Pacific Islander (NH/PI), Black, White, Unknown, and Multiracial. We conducted analyses by department and examined racial/ethnic composition by student status, degree level, faculty rank, and tenure status. We found statistically significant increases in Black assistant professors (HPM and HEBS) and tenured faculty (HPM), Hispanic graduates and tenure-track faculty (HPM), Asian professors (HPM: full and tenured, HEBS: associate and tenured), and Multiracial students and graduates (HPM and HEBS). Statistically significant decreases were observed in White professors (HPM: assistant and full, HEBS: all ranks) and tenure-track faculty (HPM and HEBS), AI/AN associate professors and tenured faculty (HEBS), Hispanic associate professors (HPM), Asian assistant professors (HEBS), and NH/PI students (HPM and HEBS). Our findings highlight the importance of increasing racial/ethnic representation. Strategies to achieve this include facilitating workshops to raise awareness about the structural barriers encountered by Hispanic faculty, providing research support, evaluating promotion processes, establishing more pathway programs, and fostering interdisciplinary academic environments studying AI/AN or NH/PI populations.

Knowledge and Performance of Iranian Internists Regarding Dyslipidemia According to Lipid Guidelines and their Relationships with Personal and Occupational Characteristics

Background: Lipid metabolism disorders are among the most common metabolic diseases that are increasing globally and are associated with chronic metabolic disturbances. The present study aimed to determine the knowledge and practice of internal medicine physicians concerning lipid disorders according to the AHA, AACE, ESC-EAS, and NCEP-ATP-III guidelines. Methods: This descriptive-analytical cross-sectional study selected a convenience sample of 220 internal medicine specialists from January through September 2021 in Tehran and some other Iranian cities. A 25-item researcher-designed questionnaire was used. Suggested scenarios were designed by emphasizing the points of difference in the guidelines. Content validity was approved by 10 tenured faculty members, and reliability was tested with the test-retest method. Results: Women comprised 60% of the population. In addition, 3.2% (n=7) of the physicians had poor knowledge, 95.0% (n=209) had moderate knowledge, and 1.8% (n=4) had good knowledge of lipid disorders based on international guidelines. Moreover, performance regarding lipid disorders was poor in 25 (11.4%), moderate in 164 (74.5%), and good in 31 (14.1%) physicians. The knowledge score decreased, whereas the practice score increased with age. The knowledge score of female physicians was significantly higher than that of their male counterparts. The knowledge score was negatively correlated with the physician’s years of experience. Conclusion: The knowledge and performance of internists regarding dyslipidemia were rated moderate according to the AHA, AACE, ESC-EAS and NCEP-ATP III guidelines.

Parenthood and Academic Career Trajectories

Women continue to be underrepresented in the field of economics, especially among permanent faculty. As parenthood is an important driver of gender inequality in the labor market, we study the impact of children on the academic careers of economists. We find no evidence of delayed or reduced fertility among researchers. Event study estimates reveal that both men's and women's career trajectories are affected by parenthood and face increasing attrition from universities. Men move into the broader research sector, while women leave research completely. We also find a gender gap in the promotion to tenured faculty in the years following parenthood.

The Impact of Faculty Gender on Resident Evaluations of Faculty Performance in Emergency Medicine.

Gender bias impacts the promotion and tenure of female emergency medicine (EM) physicians and limits their ability to advance in academic rank.Many factors influence the promotion and tenure process including research, evaluations, opportunities for leadership, sponsorship, and mentorship. The goal of this study is to determine if resident evaluations of EM faculty differ by faculty gender. A quantitative analysis was used to examine 14,613 teaching evaluations of faculty by residents at a single academic center (The Ohio State University Wexner Medical Center, Columbus) in the years 2017-2019.Anonymized ratings of male and female faculty on a five-point Likert scale were compared using Fischer's exact test and adjusting for multiple comparisons. Male faculty were more likely to hold the rank of Associate Professor or Professor. When taking both faculty gender and rank into account, male Clinical Instructors and Assistant Professors had significantly higher evaluation scores by residents in the domain of resident autonomy than their female counterparts. Regardless of gender or faculty rank, the majority of faculty received scores greater than four. A significant gender difference was found in resident evaluation scores of faculty in the domain ofresident autonomyat the level of Clinical Instructor and Assistant Professor.Resident autonomy refers to the degree of supervision by faculty which evolves over time and is primarily based on level of training.This is important as it demonstrates a gender difference in scores that could be used to determine faculty compensation and promotion. Evaluation tools used for promotion and tenure of academic faculty should be evaluated for implicit bias and appropriate statistical analysis.

A framework for using SET when evaluating faculty

ABSTRACT This paper presents a framework for utilizing Student Evaluations of Teaching (SET) in faculty evaluations. Recognizing the ongoing debate about the validity of SET as a measure of teaching effectiveness, the authors agree with scholars who propose viewing SET as a tool for gauging ‘student perceptions of learning’. They present a method that combines post-estimation residuals from an Ordinary Least Squares (OLS) model, which accounts for key confounding factors, with simple mean SET scores. This approach provides a more nuanced perspective on each faculty member's individual ratings. The authors draw on SET data from courses taught by tenured faculty in the Faculty of Arts and Sciences at a large, private university in the Northeastern United States. Their findings suggest that the proposed residual framework can help address some of the concerns associated with the use of SET in personnel decision-making. However, they caution that this approach requires careful explanation and should be used in conjunction with a comprehensive review of a professor's full teaching portfolio. The study contributes to the ongoing discourse on the use of SET in faculty evaluations, offering a more equitable and nuanced approach to interpreting SET data.

Know what to do when it's hard to fire someone

In most industry settings, firing employees is straightforward. Emotional components aside, the legal act of separating employees from companies outside of higher education is often quick and simple. In the academy, however, the task can be more difficult. Releasing tenured faculty members requires substantial cause, and even staff member separations can be complicated by various university policies and requirements.

Scholars reflect on first ADRC‐REC cycle

AbstractBackgroundIn 2018, the National Institute on Aging introduced Research Education Components (RECs) within the Alzheimer’s Disease Research Centers (ADRCs) to support educational activities to complement the training of a workforce to meet the nation’s needs in AD and related dementias, and develop the next generation of scientists to lead cross‐disciplinary, translational, team‐science projects on AD or AD‐related dementias.MethodsIn April 2023, the ADRC REC National Steering Committee surveyed current and former REC scholars from the 37 ADRCs to learn about their experiences.ResultsWe had responses from 26 of the 37 centers (70%) and 52 of the 55 REC scholars who completed the survey gave us permission to share their responses. Scholars ranged from graduate students to tenured faculty. The most common areas of research focus were basic or discovery science (42%) and neurosciences (35%). The least common areas of focus were social policy (2%), neuropsychology (2%) and pharmacology/drug discovery (6%). Regarding support, the most common responses were that their REC program provided them with funds to support a research project (79%), provided mentor support (71%), provided training to develop their research (65%), and helped them understand how Alzheimer’s Disease Research Centers worked (65%). Some scholars reported that their programs have standard training courses for all scholars (35%), while other programs have training that is unique to each scholar’s needs (54%). Forty‐nine scholars (94%) said they would have benefited from earlier REC support and training during their graduate and post‐doc stages.A goal of the REC is to diversify the field of ADRD researchers. This survey showed the demographic breakdowns included White (52%), African American (13%), Hispanic or Latinx (13%), East Asian (12%), South Asian (8%), and some chose not to report (2%). More respondents identified as females (48%) than males (37%).ConclusionThere is a heterogeneity of approaches to develop REC scholars with an emphasis on funding, mentoring and networking. The most common request from scholars was for more collaboration and networking between scholars from other ADRCs. REC Scholars seek more connections and clear definitions of the expected outcomes of the REC scholar initiative.

The Obligations of Tenured Faculty in Restoring the Public's Faith in American Public Universities: Honoring Our Side of the Commitment

This editorial delves into the critical role of tenured faculty in American public universities in restoring the public's faith in these institutions. This editorial emphasizes that preserving the founding ideals of American public universities is both an obligation and a lasting legacy. It calls upon tenured faculty to rekindle the public spirit and actively contribute to the preservation of the American dream for future generations.

Gender and retention patterns among U.S. faculty.

Women remain underrepresented among faculty in nearly all academic fields. Using a census of 245,270 tenure-track and tenured professors at United States-based PhD-granting departments, we show that women leave academia overall at higher rates than men at every career age, in large part because of strongly gendered attrition at lower-prestige institutions, in non-STEM fields, and among tenured faculty. A large-scale survey of the same faculty indicates that the reasons faculty leave are gendered, even for institutions, fields, and career ages in which retention rates are not. Women are more likely than men to feel pushed from their jobs and less likely to feel pulled toward better opportunities, and women leave or consider leaving because of workplace climate more often than work-life balance. These results quantify the systemic nature of gendered faculty retention; contextualize its relationship with career age, institutional prestige, and field; and highlight the importance of understanding the gendered reasons for attrition rather than focusing on rates alone.

The impact and the challenges of implementing a faculty development program on health professions education in a Brazilian Medical School: a case study with mixed methods

PurposeFaculty development in health professions education is still challenging in developing countries like Brazil. Work overload and the lack of financial support hinder faculty members' participation. Ribeirão Preto Medical School founded its Center for Faculty Development in 2016. Since then, an essential skills module (ESMo) on health professions education (HPE) has been offered regularly to faculty members and preceptors of seven undergraduate programs. This case study aims to evaluate the impact of this Essential Skills Module on the educational practices of participants two years after attending the module and the challenges faced during the process.MethodThe study used a mixed-method approach with a description of the demographic and professional profile data of the ESMo participants. Immediate post-ESMo perceptions (satisfaction and learning) of the participants were determined with structured instruments. Two years later, a semi-structured interview was conducted and recorded to determine the long-term effects (application of learning and behavior changing as an educator). NVIVO® software was used to store and systematize the thematic discourse analysis with a socio-constructivist theoretical framework interpretation.ResultsOne hundred forty-six participants were included: 86 (59%) tenured faculty members, 49 (33,5%) clinical preceptors, and 11 (7,5%) invited teachers. Most were female (66%), and 56% had teaching experience shorter than ten years. 52 (69%) out of 75 eligible participants were interviewed. The immediate reaction to participating in the module was quite positive and 80% have already implemented an educational intervention in their daily activities. Discourses thematic analysis showed five emerging themes appearing in different frequencies: Changes in teaching activities (98%); Lack of previous pedagogical training (92.3%); Commitment and enthusiasm towards teaching (46.15%); Overlapping functions inside the institution (34.6%) and Challenges for student assessment (23%).ConclusionThis first in-depth evaluation of the long-term effects of a faculty development intervention in a Brazilian Health Profession Education school showed that participation positively changed participants' teaching & learning practices. These interventions consistently fostered a community of practice and valued faculty development processes in local and national scenarios.

Rethinking student evaluation of teaching: A policy analysis

Institutions of higher education with tenure and promotion policies that rely heavily on student evaluations of teaching may create academic progression barriers for Black, Indigenous, and People of Color (BIPOC) faculty. The purpose of this policy analysis is to explore how current practice of utilizing Student Evaluation of Teaching (SETs) as the major source to evaluate teaching effectiveness, impacts tenure for BIPOC faculty, using Bardach and Patashnik's (2019) eight steps of policy analysis. Context provided includes cultural history, policy and evidence regarding the use of SETs. Evaluation criteria focuses on two national nursing reports and nursing accreditation standards, along with utilization of the 2020 Teaching Quality Framework for Evaluation of Teaching. The status quo utilizes SETs as the major evaluation tool for overall teaching effectiveness. SETs are shown to produce an unacceptably high error rate and fail to identify the best teachers. Teaching evaluations that utilize both formative and summative methods provide a global, less biased view of instructional pedagogy. Making a change in the way teaching is evaluated is a critical component in the retention of BIPOC Faculty and their ability to attain tenure.

Finding their way: Exploring the experiences of tenured Black women faculty.

Finding their way: Exploring the experiences of tenured Black women faculty.