Male Academics Research Articles

Interpreting Productivity: Symbolic Negotiation of Gendered Faculty Career Trajectories in the United States

Growing awareness of gender disparities in rank, retention, and pay of faculty has resulted in a growing body of research seeking to assess the relative impact of factors ranging from publishing rates and funding levels to organizational climate and family responsibilities. However, few studies have focused on the microlevel symbolic processes through which faculty expectations are constructed, communicated to individuals, and applied during evaluations. We analyze in‐depth interview transcripts with mid‐career faculty to explore how faculty interactions result in differing symbolic meanings and interpretations of productivity articulated by male and female faculty members. We find that men articulate more conventional understandings of work and productivity aligned with Acker's (1990) gendered organizational logics, while women describe a more contested symbolic field. Divergent understandings of productivity and the processes by which they are negotiated may play a significant role in the reproduction of gendered faculty career trajectories. Our findings highlight the importance of understanding how social processes contribute to larger patterns of inequality within social institutions.

The (de)professionalisation of the gay male academic identity: Locking the closet door on South African university campuses

ABSTRACTConsidered as a principal method in organising forms of sexual orientation, the heterosexual/homosexual binary emphasises the centrality of heteronormativity in the everyday lives of social and sexual actors; thus, homosexuality is not only differentiated from heterosexuality, but potentially also rendered subordinate to its heterosexual counterpart. Using this as a point of departure, this article focuses on a critical qualitative sociological study undertaken into the influence of a binary logic on gay male academics on South African university campuses. The primary emphasis was on these men’s choice either to professionalise or deprofessionalise their gay male identity on their respective university campuses through engaging the contemporary research on the experiences of self-identified homosexual academics as well as the seminal contributions of Erving Goffman (1971) and George Herbert Mead (1962). It was evident from the findings that the participants conform to heteronormativity on their respective university campuses through consciously reflecting on the expectations of their generalised other.

Experiences of Male Counselor Educators: A Study of Relationship Boundaries

The vast majority of graduate students in the social sciences, especially in mental health fields, are females (Crothers et al., 2010; Healey & Hays, 2012). In a recent report on counseling programs, an average of 76% of students admitted and graduated yearly from entry-level counseling programs were women (Schweiger, Henderson, McCaskill, Clawson, & Collins, 2012). Although counseling is one field that attracts mostly female graduate level students, a historical review indicates that males made up approximately 80% of counselor education faculties in the 1980s (Anderson & Rawlins, 1985). In recent years, as the number of females who seek doctoral degrees in counseling has increased, so has the number of female counselor educators, correlating to fewer males entering the field of counselor education. Currently, the average number of males admitted and graduated yearly from doctoral-level counseling programs has been reported at a meager 25% (Schweiger et al., 2012). As counselor educators strive to build best practices for working with diverse populations, it seems relevant to explore the experiences of male counselor educators as well as suggest practices that improve conditions for male counselor education faculty.In the preparation of counselors, counselor educators are encouraged to build relationships with students that lead to greater self-awareness, personal development and interpersonal learning, which inform their work as counselors. Literature cites the importance of the relationships between counseling faculty and students as paramount (Dollarhide & Granello, 2012, p. 290), suggesting that it stands out above all other factors (McAuliffe, 2011, p. 32) in the education of adults. It seems reasonable to assume that if counselor educators espouse the importance of the relationship between client and counselor, they extend this value to their students, building relationships that facilitate learning. Thus, a belief that the relationship between teacher and student leads to mutual support and growth comprises the hallmark of humanistic education (Dollarhide & Granello, 2012).Although the American Counseling Association (ACA) Code of Ethics (2014) asserted that counselor educators are restricted from sexual or romantic relationships with students, universities and counselor education programs typically do not clearly articulate boundaries when approaching the multiple roles adopted by faculty members (Owen & Zwahr-Castro, 2007). In the absence of guidelines and open discussion regarding faculty-student relationships, legal concerns can permeate the university environment. Sexual harassment suits have increased, and many universities have responded by going beyond sexual harassment policies and adding additional policies that restrict sexual or romantic consensual relationships between faculty and students (Bartlett, 2002; Kiley, 2011). Male faculty members seem especially affected by the legal environment and Nicks (1996) reported males had significantly higher concerns than females regarding unjust accusations of harassing a student. In the current environment of legality and ambiguous ethical guidelines, Kress and Dixon (2007) cautioned that counselor educators might choose to distance themselves from students to avoid the appearance of impropriety or placing themselves in complex ethical situations. However, there is a dearth of literature regarding issues of relationship dynamics based on sexuality and gender in academia over the last 20 years.Further complicating the issue of faculty-student relationships is that female professors and students are more likely to perceive complex relationship issues as unethical when compared to their male counterparts. In a comparison between female and male counselor educators and counselor education students, Bowman, Hatley, and Bowman (1995) found that females were significantly more likely to rate activities outside the traditional student-teacher relationship as unethical. …

On Academic Production and the Politics of Inclusion

Before the 2015 annual meeting of the European Society of International Law, participants were notified of a ‘women in international law’ happy hour for exchanging ideas on ‘the improvement of representation of women’. At the convivial and well-attended event in Oslo, organizers thanked the men who were present, remarking that their support was not only welcomed but also necessary. This theme of inclusion resurfaced in side conversations about past conference panels on gender that noted the supportive role of senior male academics in audiences comprised primarily of women. Gender was mainly discussed along a single axis of male/female rather than intersectionally. Other categories of identity, such as ethnicity and nationality, remained on the sidelines of this event, which focused on the role of women within the field.

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus.

Research on the retention of women in academia has focused on challenges, including a “chilly climate,” devaluation, and incivility. The unique consequences of workplace ostracism – being ignored and excluded by others in an organizational setting – require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia.

Understanding the Barriers to Hiring and Promoting Women in Surgical Subspecialties

The objective of this study was to characterize potential disparities in academic output, NIH-funding, and academic rank between male and female surgical faculty and identify subspecialties in which these differences may be more pronounced. Eighty metrics for 4,015 faculty members at the top-55 NIH-funded departments of surgery were collected. Demographic characteristics, NIH funding details, and scholarly output were analyzed. A new metric, academic velocity (V), reflecting recent citations is defined. Overall, 21.5% of surgical faculty are women. The percentage of female faculty is highest in science/research (41%) and surgical oncology (34%), and lowest in cardiothoracic surgery (9%). Female faculty are less likely to be full professors (22.7% vs 41.2%) and division chiefs (6.2% vs 13.6%). The fraction of women who are full professors is lowest in cardiothoracic surgery. Overall median numbers of publications/citations are lower for female faculty compared with male surgical faculty (21 of 364 vs 43 of 723, p < 0.001), and these differences are more pronounced for assistant professors. Current/previous NIH funding (21.3% vs 24%, p= NS) rates are similar between women and men, and surgical departments with more female full professors have higher NIH funding ranking (R(2)= 0.14, p < 0.05). In certain subspecialties, female associate and full professors outperform male counterparts. Overall, female authors have higher numbers of more recent citations. Subspecialty involvement and academic performance differences by sex vary greatly by subspecialty type and are most pronounced at the assistant professor level. Identification of potential barriers for entry of women into certain subspecialties, causes for the observed lower number of publications/citations among female assistant professors, and obstacles for attaining leadership roles need to be determined. We propose a new metric for assessment of publications/citations that can offset the effects of seniority differences between male and female faculty members.

New public management and research productivity – a precarious state of affairs of academic work in the Netherlands

New Public Management reforms have fostered universities to focus on performance and competition which has resulted in different pressures to perform and disruption of strong teaching–research balance at universities. The imbalanced division of teaching research workloads may be gendered and can strengthen the differences in research productivity among male and female academics. This study uses survey data of Dutch academics carried out in 2015 at selected three universities to understand how pressure to perform has influenced the workload balance and what is the relationship between teaching–research balance and research productivity of female and male academics across different disciplines in different organizational contexts. The findings support the Hattie and Marsh's Common Wisdom model and show that balanced teaching research workloads improve research productivity across gender groups. Further, we show that the perception of managerialism at a university is an important mediating factor of gender balance in research productivity.

IMO and internal branding outcomes: an employee perspective in UK HE

This study extends our knowledge of internal branding in the context of employees in the higher education sector. Employing a quantitative methodology in UK universities, a conceptual model is presented and tested on 235 employees. Internal market orientation (IMO) is examined as a management tool to drive employees’ university brand commitment en route to brand supportive behavior. The results show that the effect of IMO on employees’ university brand commitment varies among employees of different demographic groups. A two-step cluster analysis is carried out to highlight the impact of demographic heterogeneity. The results show that universities with higher level of IMO perform better relating to their internal branding outcomes in terms of employee university brand commitment as well as brand supportive behavior. However significant differences are found for the effect of IMO on employees’ university brand commitment especially in the cluster of the ‘Mature Male Academics,' suggesting specific managerial attention.

Are Male Nurses Treated Differently?

Are Male Nurses Treated Differently?

Perceptions of Student Academic Dishonesty by Male and Female Accounting Faculty: Incidents and Responses

We examine differences between male and female accounting faculty members in their perceptions of academic dishonesty. In particular, we compare male and female faculty members’ overall perceptions regarding academic dishonesty, along with perception of the frequency and significance of individual types of academically dishonest behavior. We also examine academics’ perceptions of the effectiveness of various types of controls with their responses to academically dishonest behavior. Consistent with prior research, we find that females generally perceive academic dishonesty to be a more significant problem than do males, females see several types of academic dishonesty as more frequent and more significant than males do, and female academics implement controls over academic dishonestly more frequently than do male academics. Our findings make an important contribution to the literature on both gender and ethics and ethics and education by confirming differences in concern over ethics among a specific population - accounting academics, particularly women. We also contribute to the accounting professional literature by highlighting that male and female accounting academics with professional designations view concerns over academic dishonesty similarly.

Assessing Research and Teaching Performance in Israel’s Higher Education System: The Case Study of Ariel University

The aim of the current study is to examine research and teaching assessments in the higher education sector from a gender perspective and specifically the associations between individual attributes (gender, age, country of birth, and tenure), academic attributes (rank and faculty), and achievements in research and teaching (measured by bonuses awarded based on research excellence and student feedback surveys). The data were collected from Ariel University, where a unique system of faculty performance evaluation was in place between 2003 and 2012. The main findings of this study point to statistically significant correlations between gender and excellence in research: Female faculty members achieved slightly higher teaching scores than male faculty members while male faculty members showed superiority in research excellence scores. We also found more male faculty members in higher ranks than female faculty members. The findings of this study suggest that female faculty members may have gender-specific factors that explain their lower research achievements, such as factors related to work-family balance at fertility age.

The Effectiveness of E-Learning Coordinators Performance: Faculty Members Perspective

This research aims at exploring the effectiveness of E-learning coordinators performance in Najran University. To illicit faculty members’ opinion and feedback on this issue, a questionnaire was developed and distributed among 390 male and female faculty members from Scientific and Humanistic colleges in Najran University. It consists of 28 items distributed on four domains: Promoting E-learning culture, planning and training, consulting support, and coordination and follow up. Validity and reliability of the questionnaire were ensured. Statistical treatments were conducted. The results showed an average level of the effectiveness of E-learning coordinators performance. The results also showed that there were statistically significant differences regarding gender and academic qualification and no statistically significant differences regarding faculty type. Some recommendations are proposed based on the results.

Collaboration patterns and patenting: Exploring gender distinctions

Drawing upon the theory of gender frame, the research on gender in science, and social network studies, this paper focuses on the social mechanism of collaboration, specifically the boundary-spanning collaboration, to understand the gender gap in academic patenting in the U.S. Correspondingly, the author developed a few hypotheses for empirical testing. The results show that, else being equal, only collaboration with industry would significantly increase the probability of patenting for female academic scientists, but this helps explain considerable difference in patenting between female and male academics. The findings are discussed along with the limitations and policy implications at the end.

Effect of In-Service Teacher Training Opportunities on Proactive Behavior of the Teachers at Higher Level

To meet with the new challenges related to the teachers and teaching system, we need to develop an effective training system for the teachers. So keeping the situation in focus the research was designed to achieve the objective to compare the perception of male and female faculty members towards the teacher training opportunities and the employee’s proactive behavior. Further to assess the effect of teacher training on proactive behavior of the teachers. The design of the study was descriptive. 11,092 teachers serving as the faculty members at higher level educational institutions were considered as the population of the study. Disproportionate stratified sampling technique was used to select the respondents for the purpose of data collection. 154 employees were selected as the sample of the study. The data was collected with the help of two sets of questionnaires designed to assess the in-service teacher training and proactive behavior (DV) of the respondents. The collected data was analyzed with the help of Statistical Package of Social Sciences 21 Edition. The t test and regression analysis were used in the process of analysis. It was found that the there was no statistical difference between the male and the female employees regarding in-service training and proactive behavior. However in-service training had the significant effect on the development of proactive behavior of the employees as well. Further it was found out that the professional competence had the strongest effect on the development of proactive behavior. On the basis of findings it is recommended that training has to be linked with the daily routine problems and issues so that the employees may find it useful in their own situations.

Male and female faculty members’ perceptions of organisational culture in academic medicine at 26 representative US academic health centres: implications for delivering the future hospital

Vital and productive academic faculty are critical to the future hospital, yet studies indicate high dissatisfaction and burnout, and a lack of advancement and senior roles for women. This study sought to identify personal and cultural factors associated with vitality and intention to leave academic

A Study of Patterns of Gender Representation and Job Performance among Academic Staff of Obafemi Awolowo University, Ile-Ife, Nigeria

The thrust of this paper was to examine the gender representation vis-a-vis the perception of undergraduates toward the job performance of male and female academics. The study adopted both the survey and expo-facto research designs. A total of 987 undergraduates from Parts 2-4 were selected using convenience sampling technique from 10 randomly selected faculties from the Obafemi Awolowo University, lle-Ife, Nigeria. A self-developed instrument titled “Gender and Job Performance of Academic Staff” GJPA was used to collect information. Also, the information on academic staff strength of the university was obtained from the Budgeting and Planning Unit of the school (O.A.U., 2014). The instrument yielded test re-test reliability coefficient of r = 0.82 at 0.05 level of significance. The results showed that in 2010/2011 academic session, male academics accounted for 630(82%), while female academics had 134(18%). Tit was shown that in 2012/2013, 392(88%) of male academics were in senior ranks, while, 55(12%) of female academics were in senior ranks. Further, the results showed that there was no significant difference in the perception of undergraduates towards the academic competency of male and female academics (t = 0.083, p > 0.05). Lastly, the results showed that there was a significant difference in professional attainment of male and female academics (t-test = 0.667, p < 0.05). The study concluded even though male academic staff were more represented at the senior ranks and management positions, yet, this did not place them above their female counterparts when compared their academic competency.

The status of women in uk political science

UK Higher Education has recently entered uncharted waters – this includes changes to the fee structures in England and ever increasing pressure to perform to measurables such as Key Information Sets, Destinations of Leavers in Higher Education data and a plethora of Key Performance Indicators. In this article, we highlight key findings from recent research regarding the status of women in the profession – with particular emphasis upon evidence that may suggest a gender divide in terms of research and teaching. We then go on to explore primary data from a number of sources to explore whether male and female academics in the UK have different priorities, and question to what extent recent reforms will exacerbate a ‘glass ceiling’ or ‘leaking pipeline’ and further challenge the diversity of the profession.

A Narrative Inquiry Into Academic Experiences of Female Saudi Graduate Students at a Comprehensive Doctoral University

Saudi student enrollment in U.S. colleges and universities has nearly tripled since 2009-2010, in large part due to the King Abdullah Scholarship Program. The representation of Saudi females is also increasing due to the loosening of Saudi Arabia’s long-standing restrictions on women’s travel and acceptable fields of study and careers. This constructivist study highlights some of the academic experiences of female Saudi graduate students at a Comprehensive Doctoral University in the western United States. Challenges related to students’ insufficient English language skills, differences in their comfort levels interacting with American and Saudi men, positive relationships with both male and female faculty members, and generally positive feelings about their experiences at their university of choice emerged as themes within the data. The participants’ varied prior experiences with mixed-gendered educational environments led to differing levels of comfort with developing relationships with men.

Open access awareness, use, and perception: a case study of AAU faculty members

Purpose – The purpose of this paper is to report the findings of a survey undertaken at Al Ain University of Science and Technology (AAU) to investigate and understand faculty awareness, use and perception of Open Access (OA) resources. Design/methodology/approach – Using a Web-based survey questionnaire, data were collected from full-time faculty members teaching at AAU, United Arab Emirates (UAE). Findings – The study found that faculty members possess a good knowledge and a positive perception of OA resources. They frequently use OA resources for teaching, learning and research activities. However, the findings indicate that female faculty members are more likely to use OA resources than male faculty members. Faculty members with a high level of awareness or use are found to have a highly positive perception of OA resources. Presenting research reports at conferences and seminars or publishing research papers is weakly associated with the level of awareness and use of OA resources. The study revealed no association between the faculty member and their use of OA resources. Research limitations/implications – It is essential for scientific communities to understand the importance of OA resources and how to use them effectively in teaching, learning and research activities. Originality/value – This kind of research is new to the Gulf Cooperation Council countries in general and the UAE in particular. The findings of the study may help to improve the awareness and the use of OA resources among scientific communities not only in the Arab countries but also around the world.

واقع إدماج النوع الاجتماعي في الجامعات الرسمية : دراسة حالة في الجامعة الهاشمية = The Reality of Gender Mainstreaming in the Official Jordanian Universities : Case Study of the Hashemite University

The study aimed to identify the reality of gender mainstreaming in the Hashemite University to members of the academic and administrative bodies in terms of: qualification, job distribution, annual evaluation, official representation and scholarships. This study also sheds light on the official perspective these employees have regarding the appointment procedures, leadership potential, and participation in workshops, conferences, committees, appreciation and publication. Eventually, descriptive method approaches were employed in this research investigates the attitude towards the participation of the women in the process of development. The data was analyzed on the Hashemite university campus. A questionnaire was used to conduct the research. The subjects of the study are of two categories: the staff and the academics in the year 2012-2013, and randomly selected subjects from both the academics and the staff members both females and males. The subjects of the study contain 150 academics (24% males and 31.8% females) and 200 administrative staff members (17.9 males and 22.8 females). The data was analyzed using the SPSS software. The findings showed that men have more chances than women in terms of the number of employees and representation in higher ranks. Male academics also show more tendencies to have sabbatical leaves, promotion and tenurity in their jobs, and get a sabbatical leave. With regard to the Administrative Authority showing the low representation of women and men in the upper academic qualifications, but the percentage of women's representation of a campaign first university degree, while the study showed higher proportion of males who have academic qualifications less than secondary general. In the area of installation appeared an obvious gap in favor of women. As it turns out that the main way to sample assignments members of the Academy is the official announcements, while the medium is the main means of a sample of members of the governing body and was in favor of males and females alike. Results of the study showed a generally positive attitudes towards the empowerment of women in employment and participation in the development process, but it has appeared negative attitudes towards dissatisfaction to be responsible in the work of a woman, and identify careers especially males and other females.