Hiring Practices in Finance Education. Linkages Among Top-Ranked Graduate Programs

Bair, Jeffrey H.

doi:10.1111/1536-7150.t01-2-00007

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…Offering support for this position, Bair noted that prestigious programs in various fields are usually staffed with graduates from the top-ranked programs or with their own graduates, especially in disciplines where there is strong competition for a limited number of doctoral graduates (Bair 1991(Bair , 2003Bair and Bair 1998;Boor 1988, 1991;Bair, Thompson, and Hickey 1986). In the 10 top-ranked finance programs in 2000, eight of the schools had at least one graduate employed from their program, with Stanford (30.8%) and Harvard (40.7%) both having over 30% of their faculty originating from their program (Bair 2003).…”

Section: Introductionmentioning

confidence: 99%

“…In the 10 top-ranked finance programs in 2000, eight of the schools had at least one graduate employed from their program, with Stanford (30.8%) and Harvard (40.7%) both having over 30% of their faculty originating from their program (Bair 2003). Additionally, these 10 top-ranked programs had between 33.3% (Harvard) and 70.4% (Northwestern-Kellogg) of their faculty from one of the other 10 top-ranked programs.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, these 10 top-ranked programs had between 33.3% (Harvard) and 70.4% (Northwestern-Kellogg) of their faculty from one of the other 10 top-ranked programs. This pattern of hiring your own graduates or those from other top-ranked schools also held together for other disciplines to include law, psychology, sociology, anthropology, and special education; where 49 of the 51 top-ranked programs in their respective fields had at least one of their graduates on the faculty and a large percentage of their faculty from other top institutions (Bair 1991(Bair , 2003Bair and Bair 1998;Boor 1988, 1991;Bair, Thompson, and Hickey 1986). …”

Section: Introductionmentioning

confidence: 99%

“…Monk (2003) suggested that the search committee should recommend for hire the best candidate available to the department based on the department's continuity and cohesiveness, confidence in their program, and the particular needs of the department. It also is noted by Bair (2003) that larger and more prestigious departments will be more comfortable with hiring their own graduates. It is posited here that these same departments, having confidence in their programs, will be more likely to hire qualified candidates from outside the discipline.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Carlan¹,

Lewis²,

Dial³

2009

Journal of Criminal Justice Education

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Ashby's Law of Requisite Variety states that variance prepares systems for daily activities and unforeseeable events, suggesting that academic departments comprising faculty from multiple institutions and disciplines would better adapt to ever-changing environments. This study outlines the disciplinary heritage of full-time tenure-stream faculty (N = 495) within criminology and criminal justice doctoral programs (N = 31), then examines the degree to which those programs adhere to Ashby's principle. The study ranks programs on both institutional and disciplinary variances, and how well the programs balance those competing interests. Findings revealed that programs were quite mixed on both variance measures but that variance rankings had little association with how peers rated programs for 2009, in that highly ranked programs appeared with similar frequencies at both the top and bottom of variance rankings. Thus, it appears national respect is not dependent on the variance of faculties with respect to institutional and disciplinary heritage.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Carlan¹,

Lewis²,

Dial³

2009

Journal of Criminal Justice Education

View full text Add to dashboard Cite

show abstract

“…Prestigious institutions and departments preserve their elite status because of their ability to recruit faculty members from other top-ranked institutions and programs while placing their own graduates in similar types of institutions (Bair 2003;Mills 1956). Based on this principle, Mattier (1991) argued that, "relatively few institutions produce the vast majority of the supply of potential academics" (p. 32).…”

Section: Faculty Hiringmentioning

confidence: 99%

Faculty Hiring at Top-Ranked Higher Education Administration Programs: An Examination Using Social Network Analysis

2009

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Using network analysis we investigated faculty hiring at 21 U. S. News topranked programs in higher education administration. Our research questions were as follows. Do top programs hire from each other? Are faculty from the "outside" finding positions at top programs? Mixed results hint at implications for the "health" of the hiring network. Closed systems in higher education may produce unintended consequences as graduate programs look to expand into new global markets.The term network is common in society's lexicon today; and it is used to describe phenomena such as terrorist organizations, complex computer systems, or loose affiliations Innov High Educ (

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Intellectual diversity and the faculty composition of iSchools

Wiggins

Sawyer

2011

J. Am. Soc. Inf. Sci.

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We provide evidence and discuss findings regarding the intellectual distribution and faculty composition of academic units involved in the iSchool community. To better understand the intellectual heritage and major influences shaping the development of the individual and collective identities in iSchools, we develop a classification of the intellectual domains of iSchool faculty education. We use this to develop a descriptive analysis of the community's intellectual composition. The discussion focuses on characterizing intellectual diversity in the iSchools. We conclude with a discussion of the potential implications of these trends relative to the future development of the iSchool community. IntroductionThrough this paper we describe and discuss the intellectual underpinnings and institutional characteristics of the faculties of the academic units in the iCaucus. We do so for two reasons. First, the academic units who collectively choose to identify themselves as iSchools represent a form of innovation in the multidisciplinary and interdisciplinary pursuit of teaching and research on information-related topics and phenomena. These types of units are seen by many as critical to the future of the academy ("Facilitating Interdisciplinary Research," 2005). The analysis uses the educational background of iSchool faculty as a means for understanding the intellectual composition of the unit, using the doctoral degree earned as a proxy for individuals' intellectual perspectives.Second, as members of an iSchool and participants in the iSchool movement, we are intellectually pragmatic: What trends can we detect and report regarding the disciplinary structures and hiring patterns of the faculties that make up the various iSchools? Moreover, what do these structures and patterns mean for the intellectual geography of iSchools? Responses to these questions are likely of interest to others in iSchools, to some other members of intellectual communities that are found in iSchools, and to various agencies and institutions who interact with iSchools or might be considering creating an iSchool. Scholars in the sociology of science may be interested in the nature of iSchools as academic innovations, much as is posited in "Facilitating Interdisciplinary Research," (2005).As seen from their collective web presence (www.ischools. org), iSchools present themselves as a thriving, heterogeneous, and inter-or multidisciplinary scholarly community who focus on the convergence of information, computing, and their roles in human and social experience. It also seems that iSchools demonstrate a meaningfully different academic focus from intellectual "near neighbors" in the academy such as computer science, information systems, science and technology studies, education and communication, and others (e.g., Constable & Richardson, 2009;Wiggins, 2009;Grudin, 2011a).To advance our position, the paper continues with a discussion of the motivation for the research and a summary of prior empirical studies of the iSchools. We then present the results ...

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Hiring Practices in Finance Education. Linkages Among Top-Ranked Graduate Programs

Cited by 11 publications

References 6 publications

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Faculty Hiring at Top-Ranked Higher Education Administration Programs: An Examination Using Social Network Analysis

Intellectual diversity and the faculty composition of iSchools

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