Pushed to the Margins

Impolite Hostilities and Vague Sympathies: Academia as a Site of Cyclical Abuse

“…Fear of retaliation is real, and there are likely many who have yet to recognize, identify, and name the experiences they are encountering. In the literature related to faculty of color and incivility, bullying, and abuse, other topics arise such as emotional labor (Bellas, 1999), humiliation (Klein, 1991(Klein, , 2005, fear (Cortina & Magley, 2003), invisibility and hypervisibility (Edwards, Clark, & Bryant, 2012;Vakalahi & Hardin Starks, 2010;Roberts & Smith, 2002), emotional abuse (Austin, 1988;Estes & Wang, 2008;Keashly, 1997), racial battle fatigue (Dade, Tartakov, Hargrave, & Leigh, 2015;Smith, Hung, & Franklin, 2011), low morale (Kendrick, 2017), and physical and mental stress (Thompson & Dey, 1998). All of these topics are significant and worthy of their own treatments.…”

Beyond the Core Triad: Just What Do Marketing Academics Do Outside of Teaching, Research, and Service?

“…These projects require a vast amount of time to conceptualize, implement, analyze, and begin the process of publishing. Indeed, the role of faculty involves constantly asking questions, researching issues, and publishing findings to challenge or understand concepts in their discipline (Thompson and Dey 1998). With service requirements, faculty members spend countless hours providing service support at the department, college or university, profession, or community levels, representing a significant expenditure of time (Shields 1998).…”

“…As indicated in the American Assembly of Collegiate Schools of Business (AACSB 1990-91) accreditation guidelines, faculty members should spend an adequate amount of time maintaining and promoting intellectual capital by such activities as obtaining professional experience or participating in formal developmental activities. This need arises at a time when faculty members face an ever-increasing set of constraints on their time and energy (Daniel and Gallaher 1990;Thompson and Dey 1998). As Smart, Kelley, and Conant (1999) noted, "Making things even more complex is that all of these issues are set in an environment marked by an explosion of information and technology, increased professional demands on faculty, and in the case of many schools, decreasing resources" (p. 206).…”