Preparing Counselor Education and Supervision Doctoral Students Through an HLT Lens: The Importance of Research and Scholarship

Brown, Cian L.; Vajda, Anthony; Christian, David D.

doi:10.15241/clb.10.4.501

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…As Brown et al. (2020) pointed out, “Future research exploring annual publication expectations and the number of publications at important tenure/promotion milestones for CES faculty could provide clarity regarding program and university workloads” (p. 513). Second, normative data on the experiences of those who have and have not been successful in applying for full professor may help counselor educators, their mentors, and department chairs better prepare associate professors in applying for the rank of full professor.…”

Section: The Promotion Process From Associate To Full Professor In Co...mentioning

confidence: 99%

Promotion process from associate to full professor in counselor education

Hatchett

Ripley

Fuegen

2022

Couns Edu & Supervision

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We surveyed 230 associate and full professors of counselor education about their perceptions of the promotion process to full professor and to identify factors that differentiated associate from full professors. Promotion criteria and standards varied based on the nature of participants' universities, and both experience and journal article publications predicted full professor rank. K E Y W O R D Sassociate professors, counselor education faculty, full professors, promotion criteria, scholarly productivity THE PROMOTION PROCESS FROM ASSOCIATE TO FULL PROFESSOR IN COUNSELOR EDUCATIONMuch of the literature on the career development of counselor education faculty has focused on the pretenure years and the corresponding adjustment to the role of counselor educator. This research has typically taken one of two pathways. In one pathway, researchers have used qualitative research designs to illuminate the lived experiences of new counselor educators either in general (e.g., Magnuson et al., 2009) or for specific demographic groups, such as female counselor educators with children (Stinchfield & Trepal, 2010) and Black male counselor educators (Hannon et al., 2018). In the second pathway, researchers have surveyed national samples of counselor educators as to their perceptions of the benchmarks for tenure and promotion to associate professor (Davis et al., 2006;Hatchett, 2020Hatchett, , 2021Ramsey et al., 2002). These surveys have typically assessed both the perceived criteria (i.e., the relative importance of teaching, research, and service in the evaluation process) and standards (i.e., the level of excellence defined within each area) for tenure and promotion to associate professor (Curry, 2006). As a result of these two lines of research, counselor educators now have some understanding of the experiences of those on the tenure track as well as common perceptions as to what is needed for tenure and promotion to associate professor.The importance of the pretenure years notwithstanding, these years typically account for only a small proportion of the entirety of a counselor educator's career in higher education. While counselor educators typically spend 5-7 years on the tenure-track, they may spend an additional 30-40 years as

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Section: The Promotion Process From Associate To Full Professor In Co...mentioning

confidence: 99%

Promotion process from associate to full professor in counselor education

Hatchett

Ripley

Fuegen

2022

Couns Edu & Supervision

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“…Only, (4% and 2%) had moderate and low perception levels respectively. Table (3) illustrates that less than one-quarter (17 %) of HCWs had high counterproductive work behavior regarding sabotage and theft dimensions, and less than one-third (31.6%) of them had low levels regarding the withdrawal dimension of counterproductive work behavior. Figure (2) identifies that only less than one-quarter (15%) of the study participants had high counterproductive work behavior levels.…”

Section: Resultsmentioning

confidence: 99%

“…The supervisors' responsibility for work progress and productivity in the organization is the cornerstone of their work performance that relies on conducting basic management skills including planning, organizing, staffing, directing, controlling, decision-making, problem-solving, delegation, and training new employees. Supervisors are also responsible for performance management activities including setting goals, observing and giving feedback, addressing performance issues, firing employees, and ensuring conformance to organizational policies and regulations (3). On the other hand, supervisors may be involved in abusive supervision to achieve definite goals.…”

Section: Introductionmentioning

confidence: 99%

Assessing The Impact Of Abusive Supervision On Counterproductive Work Behavior Among Healthcare Workers

Suwaydi,

Madkhali,

Babkair

et al. 2022

SFS

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Background: Abusive supervision is the subordinates’ perceptions of the extent to which their supervisors engage in the sustained display of hostile verbal and nonverbal behaviors. Also, abusive supervision hurts the organization causing lower levels of satisfaction, commitment, and counterproductive work behavior. Aim: Assessing Healthcare workers' perception level regarding abusive supervision, assessing the level of Healthcare workers' counterproductive work behavior, and finding out the influence of perceived abusive supervision on counterproductive work behavior among Healthcare workers. Research design: A descriptive correlational study design was used. Setting: The study was conducted at the Saudi German Hospital in Makkah, KSA. Subjects: (171) HCWs out of (300 participated in the study. Tools of data collection: Abusive supervision scale and counterproductive work behavior scale. Results: The majority (94%) of the studied participants perceived a high level of abusive supervision, and only 2% of them perceived a low level of abusive supervision from their supervisors. Also, less than two-thirds of them (65%) had moderate counterproductive work behavior, while only (15%) of the study participants had high levels. Conclusion: There was a strong positive relation between Healthcare workers' perceived abusive supervision and their counterproductive work behavior. Recommendations: healthcare managers must take corrective disciplinary approaches, actions, and strategies against supervisory abusive behavior and counterproductive behavior. Healthcare managers have to provide the employees with a favorable healthy professional work environment, which helps to overcome any counterproductive work behaviors.

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“…The supervisors' responsibility for work progress and productivity in the organization is the corner stone of their work performance that relies on conducting basic management skills including planning, organizing, staffing, directing, controlling, decision making, problem-solving, delegation, and training new employees. Supervisors are also responsible for performance management activities including setting goals, observing and giving feedback, addressing performance issues, firing employees, and ensuring conformance to organizational policies and regulations (Brown et al, 2020) (3) . On the other hand, supervisors may be involved in abusive supervision to achieve definite goals.…”

Section: Introductionmentioning

confidence: 99%

Perceived Abusive Supervision and Its Influence on Counterproductive Work Behavior among Staff Nurses

Badran

Akeel

2022

Egyptian Journal of Nursing and Health Sciences

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Background: Abusive supervision is the subordinates' perceptions of the extent to which their supervisors engage in the sustained display of hostile verbal and nonverbal behaviors that have a negative effect on organization causing lower levels of satisfaction, commitment, and counter productive work behavior. Aim: Assessing staff nurses' perception level regarding abusive supervision, assessing level of staff nurses' counterproductive work behavior and finding out the influence of perceived abusive supervision on counter productive work behavior among staff nurses. Research design: A descriptive correlational study design was used. Setting: The study was conducted at Ain-Shams University Hospital. Subjects: (171) staff nurses out of (300) were participated in the study. Tools of data collection: Abusive supervision scale and counter productive work behavior scale. Results:The majority (94%) of the studied staff nurses perceived high level of abusive supervision, only 2% of them perceived low level of abusive supervision from their supervisors. Also, less than two thirds of them (65%) had moderate level of counter productive work behavior, while only (15%) of the study participants had high level. Conclusion: There was strong positive relation between staff nurses' perceived abusive supervision and their counter productive work behavior. Recommendations: Hospitals have to take corrective disciplinary approaches, actions and strategies against supervisory abusive behavior and counter -productive behavior. Health care managers have to provide the employees with favorable healthy professional work environment, which helps to overcome any counterproductive work behaviors. Health care managers should carry out in-service training programs about acceptable behaviors and actions which have to take to deal with negative behaviors. Faculties of nursing should introduce abusive supervision and counterproductive work behavior in the nursing curricula to equip students to handle or deal with them if they will experience in the nursing profession.

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Preparing Counselor Education and Supervision Doctoral Students Through an HLT Lens: The Importance of Research and Scholarship

Cited by 7 publications

References 7 publications

Promotion process from associate to full professor in counselor education

Promotion process from associate to full professor in counselor education

Assessing The Impact Of Abusive Supervision On Counterproductive Work Behavior Among Healthcare Workers

Perceived Abusive Supervision and Its Influence on Counterproductive Work Behavior among Staff Nurses

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