Hiring Practices in Finance Education: Linkages Among Top‐Ranked Graduate Programs

Bair, Jeffrey H.

doi:10.1111/1536-7150.00220

Cited by 6 publications

(4 citation statements)

References 8 publications

(5 reference statements)

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“…These studies typically focus on the role of intellectual pedigree and academic prestige, a form of social capital derived from networks of social exchange and association (e.g., Burris, 2004). Collectively, these studies make it clear that in long‐standing academic disciplines, changes to the social structure are slow and directed toward prestige stratification, or hierarchical distribution of power and wealth according to institutional prestige (e.g., Bair, 2003; Burris, 2004; Baldi, 2005).…”

Section: Studying Academic Unitsmentioning

confidence: 99%

“…One legacy of disciplinary structures is known as “academic inbreeding.” For example, for faculty hiring in finance the majority of new hires in the top 10 programs were graduates of those same top 10 programs (Bair, 2003). In sociology, much like political science and history, departmental prestige was the effect of a department's position within PhD‐hiring networks (Burris, 2004).…”

Section: Studying Academic Unitsmentioning

confidence: 99%

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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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Section: Studying Academic Unitsmentioning

confidence: 99%

Section: Studying Academic Unitsmentioning

confidence: 99%

Intellectual diversity and the faculty composition of iSchools

Wiggins

Sawyer

2011

J. Am. Soc. Inf. Sci.

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“…Ph.D. origins/networks of faculty have been studied to a greater or lesser extent in many fields, such as history, business, computer science, finance, law, political science, sociology, English, political science, anthropology, and management (Clauset et al, 2015;Morgan et al, 2018;Way et al, 2016;Bair, 2003;Jones and Xiong, 2021;Segall and Feldman, 2018;Schmidt and Chingos, 2007;Burris, 2004;Headworth and Freese, 2016;Colander and Zhuo, 2015;Fowler et al, 2007;Kawa et al, 2019;Bedeian et al, 2010). But in more than 25 years, economics Ph.D. origins among faculty have not been thoroughly examined across the number of departments that we consider in this paper.…”

Section: Introductionmentioning

confidence: 99%

The Academic Origins of Economics Faculty

Jones

Sloan

2022

SSRN Journal

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“…According to this literature, university prestige enhances stratification in the system because it engages and attracts the talented experts and resources, often drawing them out from lower ranked universities (Jung and Lee, 2016). This produces a strict hierarchy also in the hiring patterns (Bair 2003;May et al, 2015). Thus, this supports the idea that the prestige rankings are emergent and the PhD job market indicates how universities view each other.…”

Section: Introductionmentioning

confidence: 99%

Emergent structures in faculty hiring networks, and the effects of mobility on academic performance

Cowan

Rossello

2018

Scientometrics

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This paper is about the South African job market for PhDs. PhD to first job mobility involves the preferences of both the hiring institution and the candidate. Both want to make the best choice and here institutional prestige plays a crucial role. A university's prestige is an emergent property of hiring interactions, so we use a network perspective to measure it. Using this emergent ordering, we compare the subsequent scientific performance of scholars with different changes in the prestige hierarchy. We ask how movements between universities of different prestige from PhD to first job correlates with academic performance. We use data of South African scholars from 1970 to 2012 and we find that those who make large movements in terms of prestige have lower research ratings than those who do not. Further, looking only those with large prestige movements, those with higher prestige PhDs or first jobs have higher research ratings throughout their careers.

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Hiring Practices in Finance Education: Linkages Among Top‐Ranked Graduate Programs

Abstract: The top-ranked graduate programs in finance, based on a national survey of deans and top administrators, were linked to one another by hiring one another's graduates. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

Cited by 6 publications

References 8 publications

Intellectual diversity and the faculty composition of iSchools

Intellectual diversity and the faculty composition of iSchools

The Academic Origins of Economics Faculty

Emergent structures in faculty hiring networks, and the effects of mobility on academic performance

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