The leadership role of college deans and department chairs in academic culture change

Bystydzienski, Jill M.; Thomas, Nicole; Howe, Samantha; Desai, Arpan

doi:10.1080/03075079.2016.1152464

Cited by 56 publications

(45 citation statements)

References 24 publications

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“…This study shows significant post-ADVANCE improvement in women's perception of the academic climate for advancement and provides evidence of positive feelings towards and confidence in the promotion process by the majority of tenured faculty, irrespective of gender. The differences in pre-ADVANCE job satisfaction between men and women, and the overall improvement in faculty morale post-ADVANCE, especially for women, are consistent with findings from a similar longitudinal ADVANCE study at Ohio State University (Bystydzienski et al, 2017). The slightly more positive responses of full compared to associate professors likely reflect situational differences in perception between those who have successfully navigated the process and those still facing the promotion decision.…”

Section: Discussionsupporting

confidence: 80%

Unclogging the pipeline: advancement to full professor in academic STEM

Miegroet

Glass²,

Callister

et al. 2019

EDI

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Purpose Women remain underrepresented in academic STEM, especially at the highest ranks. While much attention has focused on early-career attrition, mid-career advancement is still largely understudied and undocumented. The purpose of this paper is to analyze gender differences in advancement to full professor within academic STEM at a mid-size public doctoral university in the western USA, before and after the National Science Foundation (NSF)-ADVANCE Program (2003–2008). Design/methodology/approach Using faculty demographics and promotion data between 2008 and 2014, combined with faculty responses to two waves of a climate survey, the magnitude and longevity of the impact of ADVANCE on mid-career faculty advancement across gender is evaluated. Findings This study documents increased representation of women in all ranks within the STEM colleges, including that of full professor due to ADVANCE efforts. It also demonstrates the role of greater gender awareness and formalization of procedures in reducing the variability in the time as associate professor until promotion to full professor for all faculty members, while also shrinking gender disparities in career attainment. As a result of the codification of the post-tenure review timeline toward promotion, more recently hired faculty are promoted more swiftly and consistently, irrespective of gender. Post-ADVANCE, both male and female faculty members express a greater understanding of and confidence in the promotion process and no longer see it as either a hurdle or source of gender inequality in upward career mobility. Research limitations/implications While data were collected at a single university, demographics and career experiences by women mirror those at other research universities. This study shows that within a given institution-specific governance structure, long-lasting effects on faculty career trajectories can be achieved, by focusing efforts on creating greater transparency in expectations and necessary steps toward promotion, by reducing barriers to information flown, by standardizing and codifying the promotion process, and by actively engaging administrators as collaborators and change agents in the transformation process. Originality/value This study addresses mid-career dynamics and potential mechanisms that explain gender gaps in the promotion to full professor, a largely understudied aspect of gender disparities in career attainment within STEM. It shows how institutional policy changes, intended to alleviate gender disparities, can benefit the career trajectories of all faculty members. Specifically, this study highlights the crucial role of codifying procedures and responsibilities in neutralizing subjectivity and inconsistencies in promotion outcomes due to varying departmental climates.

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Section: Discussionsupporting

confidence: 80%

Unclogging the pipeline: advancement to full professor in academic STEM

Miegroet

Glass²,

Callister

et al. 2019

EDI

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“…They are the main source who can influence the faculty and the way they interact. In particular, they are well positioned to provide leadership in creating an inclusive and supportive culture for faculty, staff, and students (Seagren 2000;Bystydzienski, Thomas, Howe, & Desai, 2017).…”

Section: Ethical Leadershipmentioning

confidence: 99%

“…A recent study by Bystydzienski et al (2017) mentioned that leaders who are aware of the organization culture and have the knowledge to implement changes were more likely to report culture transformation. Further work behaviour of managers can ensure current performance and organizational effectiveness.…”

Section: Ethical Leadershipmentioning

confidence: 99%

Examining Factors That Could Lead to Unethical Behaviour in Institutions of Higher Learning

Ishak

Haron

Ismail

2019

JGI

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Issues related to unethical behaviour is also evident in institutions of higher learning. This paper will discuss some of the factors that have been shown to have an influence on unethical behaviour in the specific context in higher learning institutions in Malaysia. Ethical leadership and ethical climate are identified to be the variables that might influence the intention to perform such behaviour. It then discusses the importance of ethical leadership and ethical climate in shaping the ethical conduct in higher learning institutions.

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“…When departments are not diverse, they often argue that their pools of candidates applying for positions are not diverse (see Shultz, 2018). This may be true, but it may also reflect a lack of commitment to diversity or they may not see problems that limit their ability to attract diverse hires (Bystydzienski et al, 2017). Thus, college and university administrators need to develop a range of methods for tracking how their departments are doing over time and relative to the overall field-specific academic labor market in order to determine which departments need extra attention.…”

Section: Introductionmentioning

confidence: 99%

Methods for Measuring Gender Diversity Among College and University Faculty

2019

JHETP

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We demonstrate how techniques that sociologists and geographers developed to study racial segregation of neighborhoods can provide a means to better evaluate gender equity in higher education. We demonstrate how four dimensions of diversity among the professorate can be calculated. We also discuss how administrators armed with these kinds of information can better evaluate how their institution and departments are fairing over time and in relationship to the larger academic labor market. Administrators can also use these methods to develop a base for comparing their institution to peer and aspirational peer institutions.

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The leadership role of college deans and department chairs in academic culture change

Cited by 56 publications

References 24 publications

Unclogging the pipeline: advancement to full professor in academic STEM

Unclogging the pipeline: advancement to full professor in academic STEM

Examining Factors That Could Lead to Unethical Behaviour in Institutions of Higher Learning

Methods for Measuring Gender Diversity Among College and University Faculty

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