Junior Faculty Members Research Articles

Othering the expat majority: Qatari junior academics’ identity work at the interface of migration and institutional reform

ABSTRACT Qatar’s development is intertwined with migration, resulting in the native population forming a minority. Zooming in on the academic world, which is in the midst of reform processes, we investigate the impact of the expat majority on the identity work of Qatari female junior academics. Drawing on a narrative as social practice approach, we study ‘othering'-strategies in the stories of three interviewees. We demonstrate how their category work constructs moral superiority for the Qatari in-group, while implicitly aligning with the out-group's knowledge-related superiority. In this way, their identity work is emblematic for the government’s Qatarization scheme.

How to Select a Graduate School Program for a PhD in Biomedical Science.

The goal of this article is to provide guidance for those who have decided to apply to graduate school with the plan to obtain a PhD in biomedical science. Choosing an appropriate graduate school and program can seem like a daunting choice. There are numerous graduate training programs that offer excellent training with multiple specific program choices at any given institution. Thus, identifying a program that provides an optimal training environment, which aligns with the applicant's training and career goals, can be daunting. There is no single training program that is ideal for all applicants, and, fortunately, there is no sole perfect place for any individual applicant to obtain a PhD. This article presents points to consider at multiple phases of this process as collected from the authors, including a senior faculty member, a junior faculty member, and four current graduate students who all made different choices for their graduate training (Fig. 1). In Phase I of the process, the vast number of choices must be culled to a reasonable number of schools/programs for the initial application. This is one of the most challenging steps because the number of training programs is very large, and most applicants will rely primarily on information readily available on the internet. Phase II is the exciting stage of visiting the program for an interview where you can ask questions and get a feel for the place. Finally, Phase III suggests information to collect following the interview when comparing choices and making a final decision. While the process may feel long and can be stressful, the good news is that making informed decisions along the way should result in multiple options that can support excellent training and career development. © 2022 Wiley Periodicals LLC.

Working-time mismatch and job satisfaction of junior academics

We examine the role of working-time mismatches (defined as the difference between actual and desired weekly working hours) in academics’ job satisfaction. In doing so, we investigate how academics’ career stage (predoc vs. postdoc) and contract status (part-time vs. full-time employment) moderate the relation between a mismatch in working hours and job-related well-being. Our results are based on longitudinal survey data among junior academics in the STEM fields indicate that mismatches in working hours are prevalent in academia and are associated with a loss of job satisfaction. In this context, overemployment (working more than desired) tends to unfold more severe consequences with respect to job satisfaction compared to underemployment. We find evidence for a similar reaction of doctoral students and postdocs with respect to job satisfaction when experiencing a working-time mismatch. Part-time employment positively moderates the link between working-time mismatch and job satisfaction for the case of underemployment.

Resistance behaviour among Indonesian academics experiencing policy change on international peer-review publication

PurposeThis study aims to investigate resistance behaviour among academics in an Indonesian institution of higher education. The context was institutional policy change on international peer-review publication, and the objective was to associate resultant resistance behaviour with personality, trust in management, social influence and intrinsic reward.Design/methodology/approachThe study used a cross-sectional design and surveyed 150 junior, mid-career and senior academics at the University of Brawijaya, Indonesia. Resistance behaviour was measured using Oreg's resistance behaviour instrument. Data were analysed using partial least squares structural equation modelling.FindingsDispositional resistance to change was the strongest factor in resistance behaviour among academics following the adoption of a new policy concerning international peer-reviewed publication, while intrinsic reward was the factor that most consistently contributed to all aspects of resistance. Trust in management and social influence within the academic organisation were related to resistance behaviour among academics to publishing in peer-reviewed journals.Originality/valueThis study proposes a multi-dimensional measure of attitude to investigate resistance behaviour in an academic organisation. This measure meets the challenges inherent in mapping invisible resistance behaviour in the context of an institution of higher education. The multivariate analyses that we used enabled us to compare and to test individual factors of resistance (i.e. dispositional resistance to change) and organisational factors of resistance (i.e. trust in management, social influence and intrinsic reward) simultaneously. This study is also the first investigation of academic resistance to policy change intended to improve research culture concerning peer-reviewed publications in Indonesia; the Indonesian case is interesting in the international literature on developing research culture as the country's educational system is still developing and is less likely to provide a positive research culture than institutions in countries with more established systems of higher education.

Redesigning a University-Based Evaluator Education Program for Scholarship and Practice

Abstract: This paper describes the process that the faculty at the University of Minnesota used to redesign its graduate programs in evaluation. We build from the premise that evaluator education programs undergo periodic review to remain consistent with program goals and maintain alignment with competency taxonomies. With the retirement of a senior faculty member and the addition of a new junior faculty member, we decided the time had come to examine closely the existing MA and PhD curriculum. We describe our process for conceptualizing the program’s ultimate goals, examining course content, cross-referencing the courses with the AEA Competencies, and aligning all courses and processes with our revised programmatic goals. The result is a redesigned and streamlined curriculum to support evaluation practice for master’s students and both scholarship and practice for doctoral students.

Assessing the organizational commitment, subjective vitality and burnout effects on turnover intention in private universities

Research background: Faculties of private universities are under immense working pressure, which causes stress and burnout. The job burnout triggers the psychological pressure, which increases the turnover intention. Purpose of the article: The undertaken study aims to evaluate the scale of burnout with its three-element model, which affects faculty members of private universities of Pakistan. This research also aims to examine the mediating effect of organizational commitment (e.g., affective, normative & continuance commitments), and moderating influence of subjective vitality in a relationship of job burnout and its constituents, for example exhaustion, efficacy & cynicism, and the turnover intention. Methods: The 712 responses were collected through a structured questionnaire from the junior and senior faculty members of private universities of Pakistan. The data was examined by using second order partial least square ? structural equation approach ? PLS-SEM. Findings & value added: The research findings exhibited that emotional exhaustion, cynicism, and professional efficacy have a direct significant influence on job burnout. The findings further demonstrated that the job burnout has a cogent and negative impact on faculty turnover intention. The findings demonstrated that elements of organizational commitment (e.g., normative, affective & continuance commitments) have a forceful serial mediating influence between burnout & its constituents for example exhaustion, efficacy & cynicism, and turnover intention. Finally, the findings have revealed that subjective vitality has a significant and positive impact as a moderating variable in a relationship between job burnout and turnover intention. This research has a long-term theoretical contribution, as it provides a novel conceptual framework, which can be replicated in different industries. Thus, this unique model provides the solution to reduce employees? turnover for other industries as well.

Gender Equality in Neurosurgery and Strategic Goals Toward a More Balanced Workforce.

The Women in Neurosurgery (WINS) and the American Association of Neurological Surgeons published a white paper in 2008 setting an ambitious goal for women to comprise 20% of neurosurgery residents by 2012 and 20% of practicing neurosurgeons by 2020. Although there has been steady progress, we have fallen short of these benchmarks. We take this opportunity to look back at the accomplishments made over the past decade and provide an update on our present status. We evaluate current barriers toward progress and propose new goals, highlighting the systemic changes necessary to accomplish them. We propose the following updated recommendations to recruit and retain diverse talent into the neurosurgical workforce. (1) Neurosurgical departments and societies should provide diverse, early formal mentorship opportunities for medical students, residents, and junior faculty members. (2) Parental leave policies must be delineated, promoted, and enforced for all neurosurgeons, with greater awareness of internal discrimination and normalization of the discussion surrounding this topic. (3) We need to strive for compensation equity, with transparency in compensation mechanisms and regular assessment of compensation metrics. (4) Departments and institutions must have a zero-tolerance policy for sexual harassment and discrimination and establish a safe reporting structure. Finally, we propose attainable benchmarks toward achieving gender balance in the neurosurgical workforce, with a goal for women to comprise 30% of the entering residency class by 2030 and to comprise 30% of practicing neurosurgeons by 2038. We hope that this will guide further progress toward our future of building a balanced workforce.

Age Diversity among Faculty Members of MSU-Sulu College of Education: Its Impact on Their Teaching Efficiency

Unmanaged age diversity in the workplace might become an obstacle to achieving organizational goals. This study was aimed to identify the age profile, teaching efficiency rating (TER), and significance difference between the efficiency of senior and junior faculty members of teachers in MSU-Sulu, College of Education. This study utilized the quantitative method of research where the teaching efficiency rating of both senior and junior faculty members rated by their students was tabulated and interpreted. The research instrument used is the teaching efficiency rating (TER) of the teachers where students are raters. This study employs random sampling where teachers were selected randomly. Data were analyzed with SPSS version 25.0. Based on results, it was found out that age does not interfere with teacher efficiency in teaching. Both senior and junior faculty members of the college of education are performing at their utmost potential, whether they are young or old members of the institution of higher learning. Stereotypes on senior faculty might not exist in the College of Education.

Role of internal marketing in Australian higher education sector: age, gender and job level as moderators

ABSTRACT While internal marketing is used by the higher education sector to improve academics’ commitment toward their university employer, the impact on senior academics compared to junior academics may differ. Considering ‘intelligence generation, dissemination and responses’ as part of internal marketing, this study explores its impact on affective commitment using social exchange theory and also used gender, age and job level as moderators with surveys on senior and junior Australian university academics. Findings from structural equation modelling with multi-group analysis suggest that university’s vision and communication are highly motivating for senior academics but not for juniors. Junior academics place greater emphasis on training and the rewards system. Moderation analysis reveals the rewards system is considered more by older senior academics, whereas older junior academics are more interested in training. University human resources and administrators can develop effective strategies to increase commitment, positive word of mouth and brand image.

Intramural Grant Program to Promote Research Activity Among Early-Career Faculty Members.

Early grant support for junior faculty members appears to positively influence their career trajectory. The authors sought to determine whether provision of grant support that enables early-career faculty members to conduct clinical, basic science, or educational research improves their academic success and enhances retention. The authors compared career development and retention among 30 Cohn Fellowship recipients and 31 nonrecipients who participated in the same mentoring program. An award of $20,000 to the fellowship recipients ensured protected time for research for 1 year. Academic productivity of both groups was monitored for 6 years. The authors found statistically significant differences between the 2 groups regarding research funding and scholarly productivity. The Cohn Fellowship recipients received a total of $14.7 million in external funding vs $3.7 million for nonrecipients, reflecting mean funding of $588,116 and $196,658 per person, respectively ( P < .01). Recipients published a total of 174 peer-reviewed articles vs 26 for nonrecipients, reflecting a mean of 7 and 1 per person, respectively ( P < .01). Recipients gave a total of 268 presentations vs 25 for nonrecipients, with a mean of 11 and 1 per person, respectively ( P < .01). Furthermore, 8 of the 25 recipients who stayed at Rush University (32%) were promoted to associate professor compared with 2 of the 19 (11%) nonrecipients ( P = .15). A majority of the Cohn Fellows (25; 83%) stayed at Rush University during the study compared with 61% of nonrecipients ( P = .06). These findings suggest that even small amounts of research support received early in a career can benefit the faculty and the university as a whole. We plan to continue gathering data to increase sample size and analyze outcomes for specific variables (e.g., time, rank, gender, promotion, retention).

The Loss of a Great One.

The Loss of a Great One.

Enablers and Barriers of Blended Learning in Faculty Development.

IntroductionOnline learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program.MethodsThis research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods.ResultsThis study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program.ConclusionThe use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known barriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.

Association of Financial Conflicts of Interest With Academic Productivity Among Junior Faculty in Hematology and Oncology

Financial conflicts of interest (COIs) represent a common and complex issue in hematology and oncology. However, little is known about the timing of when COIs begin to develop during a career trajectory. We evaluated self-reported COIs for junior faculty members at top cancer centers to determine how these financial relationships correlated with measures of academic career productivity. We analyzed data from 230 assistant professors at 10 academic cancer centers. Financial COIs were identified from the CMS Open Payments (Sunshine Act dollars) database. Self-reported COIs were obtained from American Society of Clinical Oncology (ASCO) and American Society of Hematology (ASH) disclosures, and from disclosures in recent publications. Number of publications and h-index (defined as the largest number of publications [h] such that h publications each have at least h citations) were used as measures of academic productivity. Scatter plots and Spearman correlation coefficients were used to assess the relationship between COIs or Sunshine Act dollars with number of publications and h-index. Linear regression modeling was used to analyze the relationships between COIs or Sunshine Act dollars with number of publications and h-index, adjusting for years of experience since completing fellowship (YSF). A total of 46% of junior faculty had at least 1 COI. Number of COIs reported to ASCO/ASH was positively correlated with total Sunshine Act dollars (Spearman correlation, 0.53; P <.01). The number of COIs and the number of Sunshine Act dollars increased with years in practice (Spearman correlation, 0.38 and 0.25, respectively; P <.01 for both). COIs and Sunshine Act dollars correlated with h-index (Spearman correlation, 0.41 and 0.37, respectively; both P <.01). After adjusting for YSF, linear regression demonstrated that log-transformed h-index and number of publications were associated with Sunshine Act dollars (both P <.01) and COIs (ASCO/ASH) (both P = .01). Financial COIs increased with number of YSF. Measures of academic productivity were positively correlated with COIs (ASCO/ASH) and Sunshine Act dollars. These data suggest that the cultivation of industry relationships is associated with the early academic productivity of junior faculty.

Impact of COVID-19 on Radiology Trainee Safety, Education, and Wellness: Challenges Experienced and Proposed Solutions for the Future.

Impact of COVID-19 on Radiology Trainee Safety, Education, and Wellness: Challenges Experienced and Proposed Solutions for the Future.

5 - Junior Academics within Middle Level Academic Leadership in Emerging Universities in Nigeria

One of the emerging developments within middle level academic leadership in Nigerian universities relates to the inclusion of academics who are at the very beginning of their careers within middle level leadership. The term junior academics is used here to refer to academics who are on staff development terms, registered for doctoral studies, or just graduated from doctoral studies and starting the process of being socialized into institutional academic cultures. In most emerging (3rdgeneration) universities, such academics are often allocated academic and administrative roles that would otherwise be performed by middle level academics in well-established universities. This trend, occurring majorly among emerging universities, appears to be a response to the dearth of middle level academics to occupy middle level leadership positions. While this development appears to serve as an emergent response to the challenges on hand, the implications on middle level academic leadership, university administration and governance as a whole need to be critically explored. This article interrogates on how junior academics serving within middle level leadership came to be, implications on university leadership, and finally a conclusion on how this challenge can be addressed to pave the way for effective middle level academic leadership within university administration.

Association of Financial Conflicts of Interest With Academic Productivity Among Junior Faculty in Hematology and Oncology

Conflicts of interest for junior faculty members were evaluated at top cancer centers by Suneel D. Kamath, MD, et al. to determine how financial conflicts of interest correlated with measures of academic career productivity.

Academic Identity Development of Asian International Doctoral Students at a Public University – A Reflexive Thematic Analysis

Aim/Purpose: This study explores the development of academic identity among a group of Asian international doctoral students at a U.S. research university in various settings, including interacting with students and faculty members and reflecting on their personal journeys. Background: In 2020-2021, 132, 000 international doctoral students enrolled in U.S. universities – an increase of 71% since 2000. Despite this, relatively little is known about their academic identity development and how acculturative stress affects their academic growth. Methodology: A conceptual framework was constructed to integrate the concepts of acculturative stress and academic identity development. With the premise that academic identity development comprises three strands of intellectual, network, and institutional, the current framework conceptualizes the intersection of acculturative stress in all three strands to explore the tensions of balancing home-host culture values while international doctoral students grow into a new identity. Reflexive thematic analysis was applied to study the narratives of eight Asian international doctoral students and identified four main themes characterizing the participants’ academic identity development under acculturative stress. Contribution: This study contributes to an understudied area of higher education literature, directing the attention of the academic community to a small but growing group of junior academics. When examined in the confluence with acculturative stress, the conceptualization of academic identity is extended to include academics from cultural minorities. Findings: Acculturative stress intersects with all three strands of academic identity development, inhibiting participants’ progress in their doctoral programs. Acculturative stress also makes participants more hesitant to adopt an academic identity. Recommendations for Practitioners: This paper informs leaders and managers at departmental and university levels about cultural inclusiveness in doctoral training programs. Cultural minority students face the challenge of acculturative stress, an issue that distinguishes them from racial or gender minority groups; therefore, simply replicating race or gender inclusion initiatives is unlikely to be an ideal model for a culturally inclusive program. Recommendation for Researchers: The findings of this study indicate that Asian doctoral international students deviate from the commonly accepted view of academic identity in that they do not define intellectual growth strictly in terms of paper-trailed achievements (e.g., number of publications or grants), and they view jobs within and outside academia as equally attractive. Impact on Society: Doctoral training programs at universities are the suppliers of doctoral-level workers for industry. However, some programs, especially in the social sciences and humanities, focus on academic job placements. To broaden the impact on society, educational leaders need to expand the professional development training elements in such programs to prepare doctoral candidates for opportunities outside of academia. Future Research: Other aspects of doctoral training programs could be explored, such as the development of instructor identity and the changes in student identity.

Emerging Scholars and Junior Faculty Present New Strategies for Student Engagement in Gerontology

With the rapid aging of the population, the need for gerontological educators to identify pedagogical strategies to increase interest and prepare students continues to grow. Innovative approaches and educational practices contribute greatly to student success in the gerontological classroom. Literature on gerontological pedagogy has shed light on the success of high-impact practices, creative assignments, pedagogical interventions, and even different course modalities when it comes to effectively delivering gerontological content and engaging students. Additionally, the Academy for Gerontology in Higher Education (AGHE) provides a wealth of suggestions for creating and implementing effective gerontology courses and assignments. However, while we are familiar with these practices, we are not familiar with how specific groups of academics, such as emerging scholars and junior faculty, are utilizing them. Emerging scholars and junior faculty experience several major transitions as they prepare for life in academia. To ensure that emerging scholars and junior faculty are well prepared, we need to continue to empower these individuals to foster growth. This can be done by highlighting how emerging scholars and junior faculty have met the goals of maximizing and optimizing student learning. As such, the purpose of this symposium is to examine innovative approaches used by emerging scholars and junior academics in the gerontological classroom that have optimized student learning. This includes presentations on strategies for team-based learning, using intersectionality as a theoretical lens, and two creative written assignments, The Gerontological Movie Database Review and Interview an Elder.

Black, Proud, Silent, and Loud: Experiences of a Junior Faculty Member in 2020

Several social injustice issues, well known within the Black community, were brought to light to other ethnic/racial groups in 2020 and could no longer be ignored within the academic community. This led to personal, departmental, and institutional initiatives meant to increase racism awareness and apply change in thought and action. These initiatives often came at a cost of personal time and resources to Black and Indigenous People of Color academics, expected to contribute to these initiatives, redefine classroom syllabi, uphold research agendas, and continue with mentoring activities amidst their home environment (due to COVID-19) while monitoring their own feelings of pride, hurt, anger, anxiousness, and often- fatigue. This presentation will present the perceived triumphs and failed experiences of a junior faculty member, how they navigated this process, and explain the continued importance of institutions’ forward movement of initiatives meant to change the social and racial academic atmosphere.

Voices from undergraduate students and faculty members regarding the status and challenges of baccalaureate nursing education in Myanmar: A qualitative study

ObjectivesTo clarify the present status and challenges of nursing education in a baccalaureate degree program in Myanmar. DesignA qualitative descriptive design using focus group interviews. ParticipantsUndergraduate nursing students and faculty members from the University of Nursing in Myanmar. MethodsFocus group interviews were separately conducted for each group of undergraduate students, and junior and senior faculty members. The interview guide for the students was about their perceptions and requests regarding their nursing education. For the faculty members, the interview guide was about their current perceptions and challenges regarding nursing education. Each group interview took about 60 min. ResultsEight undergraduate students, eight junior faculty members, and six senior faculty members were eligible to participate. The undergraduate students voiced their requests for improvement in teaching methods. They described their struggles and learning process from their clinical placement experiences, as well as their distress under the present educational environment. The faculty members described their perceptions and challenges regarding inventiveness in teaching methods, challenges in conducting clinical placements, lack of educational devices and facilities, and innovation requirements in the faculty organization and system. ConclusionThe present status of nursing education in a baccalaureate degree program in Myanmar reflects ongoing serious challenges in undergraduate nursing education as expressed by both undergraduate students and faculty members. Their voices echo a pressing need to implement alternative methods of nursing education for better academic outcome. Moreover, continuing education is realized as crucial for capacity building and professional development of faculty members.