Tenured Faculty Research Articles

In the Seventh Year You Will Not Rest: Faculty Members’ Sensemaking of Productivity During the Sabbatical

ABSTRACT Utilizing the concepts of time and academic capitalism in the neoliberal university, this qualitative study examined 12 tenured faculty members’ sensemaking of productivity from their sabbatical leaves from one research university in the United States. The commodification of time and outputs from the sabbatical in remunerative terms as well as internalized feelings of guilt or shame were themes that emerged from this study.

Contextual and linguistic challenges for French business schools to achieve international accreditation: experts as boundary-spanners

PurposeThe purpose of this paper is to explore the contextual and linguistic challenges that French business schools face when preparing for international accreditation and to shed light on the different ways in which experts facilitate these accreditation processes, particularly with respect to how they capitalize on their contextual and linguistic boundary-spanning competences.Design/methodology/approachThe authors interviewed 12 key players at four business schools in France engaged in international accreditations and in three specific categories: senior management, tenured faculty and administrative staff. The interview-based case study design used semi-structured questions and an insider researcher approach to study an underexplored sector of analysis.FindingsThe findings suggest that French business schools have been particularly impacted by the colonizing effects of English as the mandatory language of the international accreditation bodies espousing a basically Anglophone higher education philosophy. Consequently, schools engage external experts for their contextual and linguistic boundary-spanning expertise to facilitate accreditation processes.Originality/valueThe authors contribute to language-sensitive research through a critical perspective on marginalization within French business schools due to the use of English as the mandatory lingua franca of international accreditation processes and due to the underlying higher-education philosophy from the Anglophone academic sphere within these processes. As a result, French business schools resort to external experts to mediate their knowledge and competency gaps.

Exploring the Experiences and Perceptions of 21st Century Leadership Academy Participants

The 21st Century Leadership Academy grew out of an effort by the Council of Technology Teacher Education’s (CTTE) Leadership Development Committee to prepare future leaders for the field of Technology & Engineering Education (TEE). Efforts by Drs. Roger Hill (University of Georgia) and Bill Havice (Clemson University) led to the creation, and subsequent implementation, of this leadership academy with support from CTTE (later renamed the Council on Technology & Engineering Teacher Education [CTETE]) and the International Technology & Engineering Education Association (ITEEA). Initially, participation in the leadership academy was focused on early-career university faculty but recruitment was later expanded to include individuals with related professional experience (e.g., graduate students, tenured faculty members, etc.) and, as of January 2021, more than 80 individuals have participated in the academy. This study reports an investigation into the experiences and perceptions of the academy alums with an additional focus on their professional involvement, how participation may have influenced these activities, and suggestions they had for future cohorts. In addition, our investigation provides suggestions for future similar leadership training efforts that could be applied in a variety of fields. Our efforts, as researchers, aim to present the shared experience as navigated by the cohort participants. Although individual takeaways vary, overall themes such as networking and collaboration underscore the experience of participants in each cohort year. While participants consider themselves active in the field of Technology & Engineering Education, few of them are serving in leadership roles within CTETE or ITEEA.

"Blood, Sweat, Tears:" A Muslim Woman Law Professor's View on Degenerative Racism, Misogyny, and (Internal) Islamophobia from Preeclampsia and Presumed Incompetent to Pandemic Tenure

From classical literature, popular press, law, everyday conversations, and social media rampages, society scrutinizes visible Muslim women even though they are a part of a vast global population. From E.M. Forrester’s A Passage to India—the Orientalist summer reading I endured in high school—to the incessant online attacks on U.S. Congresswoman Ilhan Omar, the hatred has no end and no bounds. Visible Muslim women are accustomed to erasure and censure for simply existing. In France, legislators sought to expel visible Muslim women under the age of eighteen from the public space. Women’s rights have been used as a pretext to invade Muslim-majority nations. This paper examines the perspective for deep thought and the impetus for change that the pandemic parenting experience offered me. Being around my children and at their beck and call 24/7 allowed me to see the world more through their eyes. The subtle bigotry and insensitivities that I experienced pre-pandemic intensified because not only did I want to survive, I wanted my children to grow up in a world free from hate. Sitting around and ignoring the slights would be impossible. Free from daily microaggressions, constant commuting, and code-switching, but saddled with intensive childcare, cooking, cleaning, and sanitizing responsibilities, I developed a keener awareness for the degenerative biases I faced in the periphery of my pre-pandemic life. Being a pandemic academic parent empowered me to confront systemic racism, misogyny, and (internal) Islamophobia. My only goal was to stay alive, be authentic, and stop self-censuring. If it all went to hell in a handbasket, so be it. I survived 2020. Over 1.81 million people did not survive the coronavirus in 2020. This is my journey from a shy little girl in Central Florida to motherhood and the faculty tenure vote put into perspective by the pandemic.

Frequency of Social Media and Digital Scholarship Keywords in U.S. Medical Schools' Promotion and Tenure Guidelines.

Medical schools must have clear policies and procedures for promotion and tenure (P&T) of faculty. Social media and digital scholarship (SMDS) is an emerging form of scholarship capable of reaching audiences quickly, conveniently, and in a wide variety of formats. It is unclear how frequently SMDS is considered during P&T reviews. The authors sought to determine whether current P&T guidelines at medical schools consider SMDS. The authors acquired P&T guidelines from any U.S. Liaison Committee on Medical Education-accredited medical school (or their governing university) that were available online between October and December 2020. Using an iterative process, they developed a bank of keywords that were specific to SMDS or that could include SMDS between October and December 2020. The authors searched each school's guidelines for each keyword and determined whether the word was being used in relation to crediting faculty for SMDS in the context of P&T procedures. The primary outcome measure was the dichotomous presence or absence of SMDS-specific keywords in each school's P&T guidelines. The authors acquired P&T guidelines from 145/154 (94%) medical schools. After removing duplicate documents, the authors considered 139 guidelines. The keyword bank included 59 terms, of which 49 were specific to SMDS and 10 were umbrella terms that could be inclusive of SMDS. Of the 139 guidelines, 121 (87%) contained at least 1 SMDS-specific keyword. Schools had a median of 3 SMDS-specific keywords in their P&T guidelines. As the presence and impact of SMDS increase, schools should provide guidance on its role in the P&T process. Faculty should receive clear guidance on how to document quality SMDS for their promotion file.

A Plea for Faculty Tenure

A Plea for Faculty Tenure

The problem with parity: Women faculty and English doctoral programs in Canada

Featuring original data, this article examines an elaborate network of gendered patterns in the faculty labor pool for the twenty-two English doctoral programs in Canada. Although the gendered distributions seem to approach numerical parity, the more nuanced the analyses, the less equitable these distributions appear. When juxtaposed with Statistics Canada data on English doctoral recipients, such patterns betray unsettling structural inequities for women scholars. Women have earned over 60% of the English PhDs in Canada in the previous two decades, but these numbers have not materialized in the professoriat. Instead, a man with an English PhD has enjoyed a 50% greater chance than a similarly credentialed woman of garnering a tenure-track position, in departments both with and without doctoral programs. Women are more likely than men to teach in departments without PhD programs, to teach outside the tenure stream, and to be pushed out of academe altogether. Along with a constellation of frequently discussed impediments, one ubiquitous but unexamined logic understood to benefit women English PhD holders actually disadvantages them in competitions for tenure-track positions: the commonplace belief that numerical gender balance among tenure-track and tenured faculty in an English department constitutes parity. In practice, producing such gender balance not only fails to achieve equity in hiring but helps to facilitate the overhiring of men.

The Gendered Spaces and Experiences of Female Faculty in Colleges of Agriculture*

AbstractThe “leaky pipeline” metaphor has been used to describe the dearth of women in science, technology, and leadership roles. For colleges of agriculture within land grant universities (LGUs), college leadership and tenured faculty in agricultural science disciplines have historically been disproportionately male, even though women earn nearly an equal number of doctorates. Conscious gender discrimination may account for some of these disparities; however, this is not the only cause of this imbalance. Gendered constructions of the division of labor and allocation of power within organizational cultures are also important to consider when addressing gender inequalities. Using a qualitative feminist methodology, we explored the intersection of identity, social roles, and gendered organizational cultures in colleges of agriculture and life sciences for female faculty. Findings reflect how gender norms have shifted through time as more female faculty join academic units yet, subtle bias and the institutional culture of large LGUs still influence behavioral expectations and perceived gender roles. However, the power of academic leaders to support equality indicates a type of local level influence that can push against the structural constraints of the institution. We also discuss specific recommendations for academic departments and leaders of colleges of agriculture and life sciences.

Old Neoliberalism in the US University

Old Neoliberalism in the US University

What Is the Relationship between Higher Education and Neoliberalism in the United States?

What Is the Relationship between Higher Education and Neoliberalism in the United States?

Presidential Address: The Next Generation Workforce, A Call to Action

Presidential Address: The Next Generation Workforce, A Call to Action

Tenured or tenure track practice faculty should maintain a clinical practice

Tenured or tenure track practice faculty should maintain a clinical practice

Exploring environmental sustainability of academia as a working space

PurposeThis study aims to examine the organizational citizenship behaviors toward the environment among US-based faculty members, in social sciences, natural sciences, the humanities and engineering. Potential barriers that may stop academia from being more sustainable are examined but also the opportunities for academics to be involved in environmental sustainability are explored.Design/methodology/approachThe authors followed a sequential explanatory mixed methods approach using online surveys (n = 633) followed by open-ended phone interviews (n = 28).FindingsResults suggest that there are certain power dynamics that force young faculty members in anti-environmental behaviors, although they are cognizant of the negative impacts on the environment. Many faculty members engage in environmental-related actions outside their service requirements, but this is mostly the case for tenured faculty members.Originality/valueThe originality of this study lies in the fact that it explores environmental behaviors from an academic ranking perspective and expands on pertinent barriers to promote sustainable behaviors in academia.

Social Work Education at the Start of the COVID-19 Pandemic: Narrative Reflections and Pedagogical Responses

ABSTRACT COVID-19’s unprecedented effects on the world emphasize the minimal exigent research on best practices of social work pedagogy during crises. The purpose of this paper is to inform this research and our understanding of social work education’s shift at the beginning of the COVID-19 pandemic. This study draws upon the narratives of four key stakeholders in the educational process: a graduating MSW student, a field director, an adjunct faculty member (already teaching online), and a tenured faculty member who had never taught online. An inductive thematic analysis of these stakeholders’ narratives highlights the intersection of the personal and the professional in social work education, illustrates concerns about power relationships and self-disclosure, and considers equitable learning in the context of the pandemic. Special attention is paid to the start of online teaching and learning. Recommendations highlight the importance of awareness of both student and educator perspectives in adapting social work pedagogy during a crisis. These recommendations may also be applied more broadly, particularly to the burgeoning use of an online social work education format.

Strategies for Support: Black Women Faculty Career Advancement at Historically Black Colleges and Universities

Although there is an abundance of scholarship about the challenges presented to Black women faculty at Predominantly White Institutions, the career advancement of Black women faculty at Historically Black Colleges and Universities has gone largely unnoticed. Considering Historically Black Colleges and Universities are where Black women faculty achieve tenure in the highest percentages, this study took a non-deficit perspective and investigated what supports are used by Black women faculty both internal to the institution and externally. The sites of this study were 43 HBCUs with 25% or more of tenured faculty comprised of Black women. Faculty rank and discipline were considered when comparing the survey data. Some supports include networks, family, religion, collaboration, and other strategies. This study provides a preliminary step in studying what supports Black women find most useful in navigating their faculty careers.

A Review of Research and Organizational Efforts for Diversity, Equity, and Inclusion in Kinesiology

ABSTRACT Diversity, equity, and inclusion (DEI) is an emerging topic for many institutions of higher education and should be integrated into departmental and university culture. The purpose of this review is to discuss how recent kinesiology research and organizations have emphasized DEI to provide faculty and staff with contemporary information for improving this aspect in the field of kinesiology. Literature within the vast field of kinesiology has shown that women and black, indigenous, and people of color (BIPOC) have been underrepresented among tenured faculty. The literature provides a deep analysis of the challenges faced in the academy as well as strategies to improve departmental and institutional DEI culture. Several organizations have also emphasized DEI. The American College of Sports Medicine has developed programming that provides avenues to organizational leadership for women and BIPOC. Additionally, the American Kinesiology Association recognizes kinesiology departments for excellence in DEI. Collectively, this information can be used to help kinesiology departments recruit and retain faculty who are BIPOC and build a culture for DEI within their faculty, staff, and students. However, more information and shared ideas are necessary for concepts such as providing writing assistance for faculty and students whose first language is not English and racial and gender-based disparities that exist with research participant inclusion and eligibility.

Faculty Promotion and Tenure

Higher Education AbstractsVolume 56, Issue 4 p. 338-339 FACULTY PROMOTION AND TENURE Faculty Promotion and Tenure First published: 08 January 2022 https://doi.org/10.1111/hea.19_12178Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume56, Issue4October 2021Pages 338-339 RelatedInformation

Trust or Self-Determination: Understanding the Role of Tenured Faculty Empowerment and Job Satisfaction

ABSTRACT Faculty job satisfaction is critical to the success of students and institutions of higher education. Satisfaction of faculty has often been tied to the autonomy of faculty to complete their work with many faculty viewing themselves as independent contractors whose roles and identities are separate from the institution’s, but the implications of this mentality are scarcely understood. This study applies the empowerment framework which encompasses constructs like trust and self-determination to enhance understanding of the relationship between faculty’s perception of their level of empowerment and job satisfaction. Utilizing the empowerment framework, we provide insight on how the multiple dimensions of faculty empowerment are associated with job satisfaction. We employ a confirmatory factor analysis to develop a structural equation model (SEM) that can account for the relationships between empowerment and job satisfaction. Our sample includes associate and full professors (N = 913) from 20 states and findings indicate that the trust and personal consequence constructs within the empowerment framework are most salient. It is intended that this research will inform both faculty and higher education administrators on specific dimensions of empowerment which should be emphasized for achieving job satisfaction to promote the success of faculty and the students they serve.

A pivotal moment

I was busy conducting experiments, writing papers, and trying to finish my dissertation. But when I was asked to serve on a faculty job search committee, I felt I couldn't say no. I thought it would be a great opportunity to learn how I might eventually secure a faculty position of my own. However, as I read through reams of impressive applications, reality struck: It would take a lot of time and many sacrifices to build a CV that would be competitive in a faculty job search—and I could still end up empty-handed. For the first time, I began to question the academic career path I was on. > “I was startled to learn that academic achievements were not always what mattered most.” Until then, I hadn't had any reason to doubt it. I was passionate about science, research, and teaching. I already had a respectable handful of publications, awards, and grants. I certainly knew I couldn't immediately jump to a faculty position—I'd need to do a postdoc or two first—but I was confident I was on the right path to securing one. But reading through the stack of more than 200 faculty job applications shook my confidence. Each told a story of a strong devotion to science. Nearly all of them had daunting lists of publications, citations, accomplishments, and awards. Many of the applicants had magnificent letters of recommendation. And some held tenured faculty positions. A few did not stand a chance because of too little experience, sparse accolades, or unflattering letters of recommendation. But the majority were exceptionally well qualified—and they were all seeking one position. I spent a week sorting the applications into piles marked “definitely yes,” “unsure,” and “definitely no,” ultimately landing on a short list of 10 applicants. Then I entered a conference room to meet with the four professors serving on the committee with me. As each of us made a case for who should be invited for an interview and why, I was startled to learn that academic achievements were not always what mattered most. Many candidates whom I found exceptional were eliminated quickly because some committee members felt their specialty wasn't needed in the department. I was also disheartened to find that a few committee members who had well-funded labs and domineering personalities exerted a disproportionate influence on decisions. One professor strongly advocated for his own postdoc, even though his CV was not at all competitive. After considerable debate—and without consensus—he was invited for an interview anyway. As I returned to the lab, I envisioned a bleak future. I could spend years making considerable sacrifices—working long hours, uprooting my wife for a series of postdocs, putting off starting a family—only to fall short of securing a faculty position due to factors outside my control. Around that time, I also got my first exposure to working in a corporate setting. I started a part-time internship at a telecommunications company, which paid better than a teaching assistantship, allowing me to work fewer hours and spend more time writing my dissertation. I appreciated that the company valued data analyses and critical thinking, and I found it gratifying to see the impact of my work. With my interest piqued, I sat in on courses in my university's business program and read as much as I could about marketing, strategy, and business research. I began to see a career in business as an appealing alternative to the personal sacrifices, hypercompetitiveness, and arbitrary hiring decisions I would encounter in academia. After I graduated, I made the leap. It has now been well over 20 years, and I have no regrets. At first, I worried that once I learned how to be successful in business, the work would not satisfy my intellectual curiosity. However, my career, which has taken me to a variety of companies and to my current role managing a consulting business, has delivered plenty of intellectual challenges. I have also benefited in my personal life. Because my consulting work affords flexibility, I am able to live in the city of my choice and be actively involved in my kids' activities. My experience on the faculty job search committee may not have been what I expected. But I'm thankful it sent me on a path to reevaluating my future and moving toward a different—and extremely rewarding—career.

Assessing research misconduct in Iran: a perspective from Iranian medical faculty members

BackgroundResearch misconduct is a global concern in biomedical science. There are no comprehensive data regarding the perception and situation of scientific misconduct among the Iranian medical faculty members. We conducted a nationwide survey to assess the research misconduct among the medical faculty members in Iran.MethodsWe used the Persian version of the research misconduct questionnaire (PRMQ) on the Google Forms platform. We sent the survey link to a systematic random sample of medical faculty members in Iran (N = 4986). Descriptive analyses were performed on the individual items of the PRMQ, with frequencies and percentages for categorical and Likert-type response items, and means and standard deviation (S.D.) for continuous variables. Chi-square analysis was conducted to test hypotheses examining differences in the frequency of responses related to factors influencing misconduct. We also defined four tenure categories (TC) based on the working years of the participants as tenured faculty members. All the analyses were performed using R 3.6.0.ResultsThe response rate was 13.8% (692 responses). Nearly 70% of the respondents agreed that their publication output would be of higher quality if there were no publication pressure. Approximately three-quarters (N =499, 72.1%) of the respondents had been aware of some instances of research misconduct during the previous year according to their understanding of misconduct. Among the participants, 18.5% perceived the effectiveness of their associated organisation’s rules for reducing research misconduct to be high or very high. Pressure for tenure was identified as the item most frequently perceived with a strong behavioural influence on engaging in research misconduct (80.2%).ConclusionsThis study confirms that research misconduct needs to be actively addressed among the medical faculty members. Making policies with a focus on boosting awareness regarding the occasions of scientific misconduct and its management seems to be indispensable in the future in Iran.