Expanding the Discussion of Faculty Vitality to Include Productive but Disengaged Senior Faculty

Huston, Therese A.; Norman, Marie; Ambrose, Susan A.

doi:10.1353/jhe.2007.0034

Cited by 26 publications

(14 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Having a senior faculty as a mentor or role model is important since it is proven that unsuccessful tenure-track faculty members are frequently deficient in receiving mentorship to support their involvement in academia (Turner, Gonzalez, and Wood 2008). Lastly, from the perspective of talent management, it is costly when institutions lose their talented female professors due to faculty turnover, especially parting with those who contain 'institutionrelated knowledge and experiences' (Huston, Norman, and Ambrose 2007;Ponjuan, Conley, and Trower 2011;Stout, Staiger, and Jennings 2007;Xu 2008). Thus, it is crucial to explore female associate faculty members' career advancement to full professor positions in order to understand, develop and retain female faculty and to maintain a gender-balanced workforce in higher education.…”

Section: Female Faculty In the Us Academy Of Higher Educationmentioning

confidence: 99%

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

Seo

Mehdiabadi

Huang

2016

Journal of Further and Higher Education

View full text Add to dashboard Cite

This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research university in the Midwestern region of the United States were conducted. Based on participants' career advancement experiences, the following competencies were identified: (1) making important connections, (2) fulfilling responsibilities in academia, (3) being politically savvy, (4) managing personal and professional obligations, (5) developing a sense of self-agency for one's career, and (6) believing in one's self in the work environment. The action-oriented findings of this research, rather than skill-based, can be easily adapted by faculty and institutions, both domestically and internationally, to improve current practices. These findings offer a unique contribution for improving the research and practice of career development among female faculty in higher education.

show abstract

Section: Female Faculty In the Us Academy Of Higher Educationmentioning

confidence: 99%

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

Seo

Mehdiabadi

Huang

2016

Journal of Further and Higher Education

View full text Add to dashboard Cite

show abstract

“…There is an increasing literature on academic dis-engagement (for example Huston, Norman, & Ambrose, 2007;Winter, 2009) and in Australia casualisation of the academic workforce is at very high levels. The UOW regional centres rely almost entirely on casually-employed tutors, with almost no permanent academic staff (Lefoe & Albury, 2006).…”

Section: Staff Engagementmentioning

confidence: 99%

Engaging with the (Un)familiar: Field Teaching in a Multi-Campus Teaching Environment

Gill

Adams

Eriksen

2012

Journal of Geography in Higher Education

View full text Add to dashboard Cite

Field trips have long been central to geography, but have been subject to assessment of the role of the 'field' in teaching. At the same time, academics face barriers to running field trips. Distance education and enhanced educational access for non-metropolitan students represented such an obstacle at an Australian university. These obstacles were taken as an opportunity to draw on the regional nature of the students and staff to enhance teaching goals, run critically informed field trips by and manage academic workloads. We evaluate the field trips by conducting surveys and interviews with students and tutors, and as an example of innovation within constraints. field teaching in a multi-campus teaching environment ABSTRACT Fieldtrips have long been a key part of geography but have been subject to assessment of the role of the 'field' in teaching. At the same time, academics face barriers to running undergraduate fieldtrips. Distance education and trends to enhance access to education for non-metropolitan students represented such an obstacle at an Australian university. These potential obstacles were taken as an opportunity to draw on the regional nature of the students and teaching staff to enhance teaching goals, run critically informed fieldtrips, and manage academic workloads. We evaluate the fieldtrips using surveys and interviews with students and tutors and as an example of innovation within constraints.

show abstract

“…How can we explore and bring awareness to strategies for navigating the current state of faculty work and transforming the future of this work? Recent studies by Rhoades, Kiyama, McCormick, and Quiroz (2008) on "cosmopolitan local" newcomers to the profession; by Huston, Norman, and Ambrose (2007) on how faculty might renew psychological contracts gone bad; and Neumann, Terosky, and Schell (2006) on career-based personal agency offer pathways for future scholarship in this area.…”

Section: Summary and Implicationsmentioning

confidence: 99%

“…Such data have the potential to guide institutional and departmental change bearing on campus climates and cultures. This body of research indicates that what matters to individuals does differ and that how institutions forge psychological contracts with their faculty does matter (Huston, Norman, and Ambrose, 2007); this work also explores the consequences of faculty beliefs that those contracts have not been fulfilled. But research on faculty satisfaction is complex in that faculty work and the faculty's feelings about their work are complex; for example, faculty may be deeply satisfied with one work role and dissatisfied with another.…”

Section: Features Of the Prevailing Narrative Of Constraint In Facultmentioning

confidence: 99%

2008

ASHE Higher Education Report

View full text Add to dashboard Cite

Setting the StageM UCH HAS BEEN SAID over the last two decades about American college and university faculty. For the 1990s in particular, a maelstrom of critique from trustees, legislators, the popular press, faculty unions, and policymakers addressed needs for "reform" in how faculty are recruited, socialized, and rewarded throughout their careers. What has followed has been much quieter, however. Efforts have been made to redefine scholarship in reward systems, to implement post-tenure review systems, and to make the system fairer for women and minority faculty. How faculty go about their work has changed fundamentally with increasing use of technology, and faculty have become more involved in what Boyer (1990), Rice (1996), and have called the scholarships of teaching and community engagement (see also Hutchings and Shulman, 1999). Additionally, the composition of the American faculty has begun to change as more women and faculty of color have joined the professoriate, though many still find glass ceilings hindering career advancement-at times ceilings that appear made of Plexiglas (Terosky, Phifer, and Neumann, 2008). Admittedly, American higher education leaders and policymakers have not done away with the tenure system; that said, dramatic increases in part-time and non-tenure-track appointments has rendered the tenure system as less relevant to increasing numbers of academics (Schuster and Finkelstein, 2006).What is the history of the rhetoric, policy reform, and research on faculty over the last two decades, and what is missing in the dialogue? The purpose of this volume is to review and synthesize the literature on the American higher education faculty over the last fifteen to twenty years. As career-long students Published online in Wiley InterScience (www.interscience.wiley.com) •

show abstract

Expanding the Discussion of Faculty Vitality to Include Productive but Disengaged Senior Faculty

Cited by 26 publications

References 38 publications

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

Engaging with the (Un)familiar: Field Teaching in a Multi-Campus Teaching Environment

Table of Contents

Contact Info

Product

Resources

About