Why gender and research productivity matters in academia: Exploring evidence from NASPAA-accredited schools

Scholars’ influence on their institutions: Reputation, prestige, and rankings

“…First, this study utilized older data from 2006–2010, and as scholars continue to publish and institutions continue to entice top scholars from other institutions, some of the rankings will undoubtedly have changed. While, an obvious delimitation of this study is the use of dated data there are several advantages to using this data range: (a) the comparisons of individual authors’ scholarship is made against an already peer-reviewed and cited institutional ranking for the same time period (Williams, et al 2014) (see also: Ash and Urquiola, 2018; Charbonneau, et al 2018; Frederickson, and Stazyk, 2016; Knepper, et al 2019; Lashman, 2017; Morçöl and Han, 2018; and Scutelnicu and Knepper, 2019) which arguably adds to the justifiability of the comparative institutional schema; (b) research-based rankings based upon Impact-Factor scores have a natural time delay in measurement; (c) the dated nature of the study may provide for less contentious findings; and (d) the phenomenon tested, the impact of scholars on their institutions in research-based rankings, is not immune to time lapses, but it is not as time-sensitive as a typical ranking. In fact, some scholars on this list moved institutions, there has been an addition of new “ranked” journals from JCR, and the ascension of new top-scholars (and the attrition or retirement of previous top-scholars) since the dates for data collection and reflections on those movements could prove useful to expanding the significance of this study.…”

Building inclusive PA classrooms: The Diversity Inclusion Model

“…Ultimately, this inequitable exclusion of female authors is bolstered by circular patterns—professors assign readings they encountered as students, thus reinforcing the exclusive public administration canon (Coryat and Clemens, 2017; Rice, 2010). This lack of inclusion could also be influenced by a trend noted in studies showing that journal publications show disproportionate numbers of male authors (Corley and Sabharwal, 2010; Knepper et al, 2020; Sabharwal, 2013; Scutelnicu and Knepper, 2018). Could the dearth of women’s representation in the classroom be the result of a lack of awareness, stemming from findings that 5% of public administration courses include gender diversity units and 20% of required readings are women’s scholarship (Hatch, 2018)?…”

“…Websites such as Women Also Know Stuff (2018) and Twitter feeds by groups such as Academic Women in Public Administration (2020) and the ASPA Section for Women in Public Administration (2020) aim to help busy professors diversify their course content. Knepper et al (2020) note that social media may shift the focus of influence, enabling these venues to amplify women’s scholarship voices and encourage greater inclusion in the classroom and in practice. Profiles and interviews with women in the public administration field can be found in journals such as Public Administration Review (ex.…”

Introduction to the issue

“…Based on these differences, they discuss four challenges that are present and common among women faculty in public affairs programs. Knepper, Scutelnicu, and Tekula (2020) also study gender differences within the discipline; however, they do so in the context of research productivity. While both genders are productive, Knepper et al (2020) found that women were significantly less productive than men during their tenure-track and post-tenure careers.…”

“…Knepper, Scutelnicu, and Tekula (2020) also study gender differences within the discipline; however, they do so in the context of research productivity. While both genders are productive, Knepper et al (2020) found that women were significantly less productive than men during their tenure-track and post-tenure careers. The authors seek to address this productivity gap by developing three recommendations to further develop the research productivity of women in public administration.…”