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In response to the landmark report “Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering,” the NIH Office of Research on Women’s Health issued a request for applications that funded 14 R01 grants to investigate causal factors to career success for women in STEM. Following completion of the 4-year grants, the grant PIs formed a grassroots collaborative, the Research Partnership on Women in Science Careers. To summarize the work of the Research Partnership, which resulted in over 100 publications. We developed six themes to organize the publications, with a “Best Practices” for each theme at the end of each section: Barriers to Career Advancement; Mentoring, Coaching, and Sponsorship; Career Flexibility and Work-Life Balance; Pathways to Leadership; Compensation Equity; and Advocating for Change and Stakeholder Engagement. Women still contend with sexual harassment, stereotype threat, a disproportionate burden of family responsibilities, a lack of parity in compensation and resource allocation, and implicit bias. Strategies to address these barriers using the Bronfenbrenner ecological model at the individual, interpersonal, institutional, academic community, and policy levels include effective mentoring and coaching, having a strong publication record, addressing prescriptive gender norms, positive counter-stereotype imaging, career development training, networking, and external career programs such as the AAMC Early and Mid-Career Programs and Executive Leadership in Academic Medicine (ELAM). Cultural transformation is needed to address the barriers to career advancement for women. Implementing the best practices noted of the work of the Research Partnership can help to achieve this goal.

Background: Given the persistent disparity in the advancement of women compared with men faculty in academic medicine, it is critical to develop effective interventions to enhance women's careers. We carried out a cluster-randomized, multifaceted intervention to improve the success of women assistant professors at a research-intensive medical school. Materials and Methods: Twenty-seven departments/divisions were randomly assigned to intervention or control groups. The three-tiered intervention included components that were aimed at (1) the professional development of women assistant professors, (2) changes at the department/division level through faculty-led task forces, and (3) engagement of institutional leaders. Generalized linear models were used to test associations between assignment and outcomes, adjusting for correlations induced by the clustered design. Results: Academic productivity and work self-efficacy improved significantly over the 3-year trial in both intervention and control groups, but the improvements did not differ between the groups. Average hours worked per week declined significantly more for faculty in the intervention group as compared with the control group (−3.82 vs. −1.39 hours, respectively, p = 0.006). The PhD faculty in the intervention group published significantly more than PhD controls; however, no differences were observed between MDs in the intervention group and MDs in the control group. Conclusions: Significant improvements in academic productivity and work self-efficacy occurred in both intervention and control groups, potentially due to school-wide intervention effects. A greater decline in work hours in the intervention group despite similar increases in academic productivity may reflect learning to “work smarter” or reveal efficiencies brought about as a result of the multifaceted intervention. The intervention appeared to benefit the academic productivity of faculty with PhDs, but not MDs, suggesting that interventions should be more intense or tailored to specific faculty groups.

BACKGROUND In contrast to earlier assumptions that the "ideal worker" should embrace traditional notions of career success, there is growing recognition that possessing holistic career values may be beneficial in the work domain as well. However, there is little empirical evidence to support this argument. We hypothesised that individuals who at the time of their university graduation possessed holistic career values would display stronger personal life satisfaction 20 years later, which in turn would enhance their work engagement (i.e. an individual's perceptions of the extent to which the work environment possesses engaging characteristics). METHODS Data from a longitudinal study of 158 university students who completed two questionnaires, one in 1992 and the other 20 years later, supported our hypotheses. RESULTS We found that individuals who possessed holistic career values displayed stronger personal life satisfaction 20 years later, which in turn enhanced their work engagement. We further found that this indirect effect of holistic career values on work engagement (through personal life satisfaction) is conditionally moderated by work-family interference. CONCLUSIONS Cultivating a holistic career perspective among employees is beneficial for both employee well-being (i.e. personal life satisfaction) and the flourishing of their organisations (i.e. work engagement).

In 2008, the National Institutes of Health funded 14 R01 grants to study causal factors that promote and support women's biomedical careers. The Research Partnership on Women in Biomedical Careers, a multi-institutional collaboration of the investigators, is one product of this initiative.A comprehensive framework is needed to address change at many levels-department, institution, academic community, and beyond-and enable gender equity in the development of successful biomedical careers. The authors suggest four distinct but interrelated aspects of culture conducive to gender equity: equal access to resources and opportunities, minimizing unconscious gender bias, enhancing work-life balance, and leadership engagement. They review the collection of eight articles in this issue, which each address one or more of the four dimensions of culture. The articles suggest that improving mentor-mentee fit, coaching grant reviewers on unconscious bias, and providing equal compensation and adequate resources for career development will contribute positively to gender equity in academic medicine.Academic medicine must adopt an integrated perspective on culture for women and acknowledge the multiple facets essential to gender equity. To effect change, culture must be addressed both within and beyond academic health centers (AHCs). Leaders within AHCs must examine their institutions' processes, resources, and assessment for fairness and transparency; mobilize personnel and financial resources to implement evidence-based initiatives; and assign accountability for providing transparent progress assessments. Beyond AHCs, organizations must examine their operations and implement change to ensure parity of funding, research, and leadership opportunities as well as transparency of assessment and accreditation.

Drawing on justice theory and the side-bet theory of commitment, we explored the nuanced relationship between idiosyncratic deals and outcomes. We developed a model that posits affective commitment as a mediator between idiosyncratic deals and positive work outcomes, whereas continuance commitment mediates the relationship between idiosyncratic deals and negative nonwork domain outcomes. Furthermore, we hypothesized moderated mediation in that the employee’s assessment of organizational justice will moderate the relationship between idiosyncratic deals and continuance commitment, which in turn influences the nonwork domain outcomes. Data collected from 182 employee–manager dyads indicated support for our conceptual model. The implications of these findings are discussed in terms of how to manage both the benefits and the costs of idiosyncratic deals.

Purpose – In efforts to improve employee recruitment and retention and enhance productivity and morale, organizations have implemented policies and practices (e.g. flextime, telework to address employee work-life concerns). However, there is mixed evidence regarding their effectiveness. The purpose of this paper is to complement work-life policies, initiatives aimed at empowering employees with the knowledge and skills to manage multiple life roles may be valuable. Little information is available regarding the nature or effectiveness of such initiatives. Through an in-depth analysis of one initiative, Total Leadership, the authors provide insights that can be used in the selection, design, implementation, and evaluation of work-life empowerment efforts. Design/methodology/approach – The authors use a mixed methods approach to explore the experiences of 316 participants in the Total Leadership program. Self-assessments (pre and post) were analyzed using quantitative methods (e.g. Cohen’s d-value). Inductive and iterative qualitative methods were employed to understand the types of experiments participants created as part of the program. Findings – The authors found that participants reported significant increases in satisfaction and performance in all domains of life (work, home, community, and self). Further, the authors identified nine types of experiments that individuals used to enhance performance in all life domains. Implications for management development specialists are provided. Originality/value – This study provides unique and valuable insight for those interested in supporting employee work-life development, leadership, and performance in all domains of life. It represents one of the first efforts to provide evidence-based guidance for the design and implementation of such initiatives.

Purpose Women in academic medicine are not achieving the same career advancement as men, and face unique challenges in managing work and family alongside intense work demands. The purpose of this study was to investigate how a supportive department/division culture buffered women from the impact of work demands on work-to-family conflict. Method As part of a larger intervention trial, the authors collected baseline survey data from 133 women assistant professors at the University of Pennsylvania Perelman School of Medicine in 2010. Validated measures of work demands, work-to-family conflict, and a department/division culture were employed. Pearson correlations and general linear mixed modeling were used to analyze the data. Authors investigated whether work culture moderated the association between work demands and work-to-family conflict. Results Heavy work demands were associated with increased levels of work-to-family conflict. There were significant interactions between work demands, work-to-family conflict, and department/division culture. A culture conducive to women’s academic success significantly moderated the effect of work hours on time-based work-to-family conflict and significantly moderated the effect of work overload on strain-based work-to-family conflict. At equivalent levels of work demands, women in more supportive cultures experienced lower levels of work-to-family conflict. Conclusions The culture of the department/division plays a crucial role in women’s work-to-family conflict and can exacerbate or alleviate the impact of extremely high work demands. This finding leads to important insights about strategies for more effectively supporting the careers of women assistant professors.

To date, little is known about how work–family issues impact the career development process. In the current paper, we explore this issue by investigating a relatively unstudied construct: anticipated work–family conflict. We found that this construct can be represented by the same six-dimensional factor structure used to assess concurrent experiences of work–family conflict. Drawing upon the social-cognitive theory of career development (Lent, Brown, & Hackett, 1994) and the bi-directional model of the work–family interface (Frone, Russel, & Cooper, 1992), we investigated the nomological net of anticipated work–family conflict. Our findings and directions for future research and practice are presented.

Although researchers have discussed the relationships between personality and inter-role conflict and enrichment, little research explores why these relationships exist. This study examines the role of perceptions of support as one such mechanism. We expect that individuals with more positive core self-evaluations will perceive greater levels of support, which will enable them to avoid inter-role conflict and take advantage of opportunities for inter-role enrichment. In the current study, the inter-role conflict and enrichment faced by student-parents managing the demands of school and their parenting responsibilities are examined. Student-parents with more positive core self-evaluations were found to perceive and seek out greater levels of support, which related to more effective management of multiple life roles. Based on our findings, we argue that future research should continue to investigate the mechanisms by which personality affects the management of multiple life roles. Suggestions as to how practitioners can utilize the findings from this study to help individuals more effectively manage the demands of multiple life roles are provided.

In organizational research, situational judgment tests (SJTs) consistently demonstrate incremental validity, yet our theoretical understanding of SJTs is limited. Our knowledge could be advanced by decomposing the variance of SJT items into trait variance and situation variance; we do that by applying statistical methods used to analyze multitrait–multimethod matrices. A college-student sample (N = 2,747) was administered an SJT of goal orientation traits (i.e., mastery, performance-approach, and performance-avoid). Structural equation modeling was used to estimate the proportions of item variance to attributable to situational differences (across students) and to trait-based differences in students (across situations). Situation factors accounted for over three times the amount of variance as did individual difference factors. We conclude with general implications for the design of SJTs in organizational research.

Despite frequent reference to "work-life" issues in the organizational literature, little theoretical or empirical attention has been paid to nonwork areas beyond family. The purpose of the research described here is to move beyond work-family conflict to a broader conceptualization and measurement of work interference with life. A measure of work interference with life across eight nonwork domains and two forms of interference (strain- and time-based) was developed and tested in two studies of 1811 and 3145 university alumni from multiple organizations and diverse occupations. In Study 1 evidence for the dimensionality of this measure is presented. In Study 2 work interference with life demonstrated incremental validity above and beyond work interference with family with respect to job satisfaction, turnover intentions, life satisfaction, and mental health. The results of relative importance analyses are presented for the same outcomes. This research has implications for designing more inclusive work-life policies and practices and presents a new lens for understanding individual differences at the work-life interface. Refereed/Peer-reviewed

The work environment culture inhibits women's career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women's academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it.First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure's nature and validity.A CCWAS consists of four distinct, but related, dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure.This report contributes to a growing understanding of women's academic medicine careers and provides a measure that researchers can use to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty.